Abstract
Advantages of using student evaluation of teaching effectiveness at midterm are discussed. They include receiving information on microbehaviors of teaching instead of global ratings, getting feedback that can be used immediately, and bypassing some of the controversies associated with end-of-course departmental evaluations. Procedures for constructing questionnaires for a particular teaching situation are described, as are tips for reporting the data to the class. In addition to giving the instructor useful, non-threatening feedback, midterm evaluations may favorably alter the attitudes of the students toward the instructor and the teaching process.
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