Regular teaching assessments are helpful for understanding your students’ learning experiences. Although teaching assessments are often associated with the more evaluative renewal, tenure, and promotion processes, when done outside these formal processes they provide opportunities for intentional reflection to support continuous improvement.

Why assess

Why assessing your teaching practice is important:

  • Student feedback helps the university improve the teaching and learning experience.
  • Student feedback allows faculty to understand their strengths and weaknesses and enhance their teaching and courses accordingly.  
  • Student feedback is essential in helping the university understand its planning context and measure progress towards goals.
  • Assessment has a role to play in your teaching portfolio.

Soliciting feedback is one of four instructor's responsibilities outlined in the USask Learning Charter.

Data for assessment of teaching

The summative evaluation of an instructor’s teaching, when done well, should include multiple sources of teaching quality data with which to conduct the evaluation. The assessments used to inform the evaluation process can often include, but is not limited to:

  • Student learning experience feedback
    USask has adopted the Student Learning Experience Questionnaire (SLEQ) facilitated through Blue by Explorance for soliciting student feedback about their learning experiences in their courses. Your academic unit may still be using SEEQ or another instrument approved by the unit.
  • Peer review of teaching
    Normally conducted by senior faculty in your department or college but also available with peer consultation offered through the Gwenna Moss Centre for Teaching and Learning.
  • Evaluation of syllabus, teaching materials, and assessments used in your classes
    Particularly as they relate to identified objectives and learning outcomes of the course.


Student Learning Experience Feedback

Policy and Procedures

The Student Learning Experience Feedback Policy applies to all course-related student learning experience feedback which flows out of and acknowledges educator and university community commitments made in the University of Saskatchewan Learning Charter.  This includes student feedback collected through SLEQ, SEEQ, or other course-related student feedback tools/instruments utilized in departments, schools and colleges.

Student Learning Experience Questionnaire (SLEQ)

In 2015/16 the Teaching, Learning and Academic Resources Committee of University Council (TLARC) reviewed, as part of a larger teaching quality project, the fit of our current institutionally supported student evaluation of teaching tool (SEEQ) against our institutional policies and documentation describing teaching quality.

The findings of this work identified a lack of alignment between the SEEQ and some of our institutional values and priorities related to teaching and learning. TLARC made the decision, therefore, to find a replacement for SEEQ and ultimately request University Council approval for a new student learning experience questionnaire (SLEQ).  After a successful pilot, University Council approved SLEQ as the new institutionally supported student feedback tool to replace SEEQ.


SEEQ is a standardized course evaluation tool. Using SEEQ, students provide feedback on teaching quality and course effectiveness, and faculty gain insight into their instructional methods and practices, providing them with guidance for improvement.

SEEQ is currently administered in either an online or a paper–based format.

While SEEQ will continue to receive technical and central administrative support in the short term, that support will be phased out as of September 2022.  Academic units are encouraged to adopt SLEQ as their new course feedback tool.  For help in the decision making process related to adopting SLEQ please contact

What SEEQ includes

The SEEQ instrument consists of 32 standardized questions (#1-32) grouped into the following nine dimensions of teaching:

  1. Learning (Questions 1-4)
  2. Enthusiasm (Questions 5-8)
  3. Organization (Questions 9-12)
  4. Group Interaction (Questions 13-16)
  5. Individual Rapport (Questions 17-20)
  6. Breadth (Questions 21-24)
  7. Examinations (Questions 25-27)
  8. Assignments (Questions 28-29)
  9. Overall (Questions 30-32)

The first 8 dimensions (#1-29) are measured using a five-point scale (strongly disagree, disagree, neutral, agree, and strongly agree). The 9th dimension, “Overall” (#30-32), is measured using a five-point scale (very poor, poor, average, good, very good). In addition to the 32 standardized questions, the U of S SEEQ instrument also includes a question regarding whether the instructor should be nominated for an outstanding teaching award, (#33), as well as an open-ended question for student feedback.

Supplemental Questions 

SEEQ is currently administered in either an online or a paper–based format. For the online version, individual departments and colleges can also add one extra section to their instrument (consisting of 7 -12 questions) by choosing from a list of six sections that are tailored to different teaching instructional types.

  • Student and course characteristics (10 questions)
  • Tutorial/seminar (12 questions)
  • Group/project work (9 questions)
  • Practical/skills/lab (9 questions)
  • Clinical sessions (7 questions)
  • Online learning (12 questions)

Conducting SEEQ


The following three toolkits are intended to provide a general overview of the roles and responsibilities for those involved with SEEQ and serve as a resource for department administrators, instructors and students.

Training - Self Guided

The SEEQ training manual and videos (runtime for each is less than 5 minutes) describe how to use the E-valuation system and are intended to be a resource for department administrators.

Training Manual:  Download Manual 

Training Videos:

SEEQ User Authorization Form

The authorization form provides a record of any new authorizations for online SEEQ access granted to departmental staff by the dean, department head, or director of the academic unit participating in SEEQ. SEEQ access means being permitted to create and edit evaluations, view response rates, release evaluation results to instructors, and view/print evaluation statistics.

The dean, department head, or director should email the completed form to

Paper-Based SEEQ

The SEEQ instrument can be completed in a paper-based format. Please view the knowledgebase article for more information about this process.

Feedback on Teaching

The Teaching and Learning Enhancement (TLE) team and the Gwenna Moss Centre for Teaching and Learning (GMCTL) and can provide the following support and services:

  • Interpreting SLEQ and SEEQ reports
  • Gathering & Interpreting Formative Feedback from Students
  • Classroom Observations

Getting Help

Connect with one of our teams below for support: