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Assessment Strategies: Likert Rating Scale for Student Feedback

Introduction

A simple strategy to assess students' confidence in their knowledge of correct answers is to use a Likert scale (see Figure 1). Class data on students' confidence can easily be collected and can inform an instructor of knowledge gaps students may have. For example, many students may express low confidence scores for a specific test question, or they may express high confidence in their responses to questions that include distracters. Confidence scores can give an instructor data on information she may need to review to bolster students' understanding of a given concept. If many students do not have confidence in their answers to a given question, then the wording of that question may be an issue.

 

Please click below for an audio introduction to Likert Scales.

 

Example of How to Use a Likert Scale

Figure 1- An example of a multiple-choice question linked to a confidence Likert scale.

 

Please click here for a video demonstration of Likert Scales.

Technical Requirements

No specific hardware or software is required to use the Assessment Strategy: Likert Rating Scale for Student Feedback. In general, a Likert scale can be adapted for most assessment formats.

Reviews

Every e-Tool in the e-Toolbox was reviewed by either a UDI Online Project research and design team member, or one or several faculty at five partner institutions who incorporated a specific e-Tool into an online or blended course they taught. Faculty from these partner institutions also requested that students review the e-Tool included in a course or products created through the use of the e-Tool (e.g., documents, videos, audio clips, or other items). Likert scale surveys with open-ended questions were used by respondents.  Feedback from the reviewing UDI Online team member or faculty who used a tool is presented in addition to student ratings when available.

 

e-Tool Review Results

Faculty e-Tool Review Results
Number of faculty reviewers: 1

The one reviewer of this e-tool strongly agreed with the statement that the e-tool was easy to incorporate into her course. The professor used the e-tool to allow students to demonstrate understanding or mastery of content. She strongly agreed that this e-tool exemplified the Principles of Universal Design for Instruction within her course. She would use the e-tool in another course to allow her students to demonstrate understanding or mastery of content. The reviewer did not use the instructional guide for this e-tool.