Feedback Report

In order for feedback to be useful, it must be analyzed, reported, and (where appropriate) shared. By presenting the feedback in a well-organized, clearly-written report stored in an accessible location, it can be used to improve future workshops. Workshop feedback can also be shared with participants, individuals involved in the planning and delivery of the workshop, as well as the greater community to demonstrate success and a commitment to improvement. Below are some guidelines for analyzing and reporting on feedback.


  • Consider conducting basic statistical analysis on quantitative feedback data (e.g., frequencies, averages).
  • For open-ended responses, consider counting the frequency of various ideas/themes in the responses in order to detect common sentiments.
  • Note areas of strength, and areas that can be improved on in relation to content, learning strategies, workshop space, facilitation, etc.
  • Report the feedback as well as recommendations for future iterations in a well-organized, clearly written document that can be understood by someone who wasn’t involved in the workshop.
  • Ensure the report is stored in a location (physical or electronic) that is easily accessible for the intended readers (e.g., future coordinators/designers/facilitators).
  • Consider sending the report or a summary of the feedback to the designer, facilitator, and/or any assistants, volunteers, or administrative support staff that were involved in the workshop.
  • Consider sharing the feedback with participants, your unit, or others in the university community.


While this web page is accessible worldwide, McGill University is on land which has served and continues to serve as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. Teaching and Learning Services acknowledges and thanks the diverse Indigenous peoples whose footsteps mark this territory on which peoples of the world now gather. This land acknowledgement is shared as a starting point to provide context for further learning and action.


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