Photo credit: Anna Logue

Teaching Evaluation in the Department

Before you can improve, you need to know how you’re doing. That’s why the Department has been evaluating all of its courses since the fall semester 1998/1999. In each course, students are given the chance to speak up and share their experiences and opinions with us. Using a standardized questionnaire, which is machine-readable, we collect general information such as degree program, subject-specific semester, frequency of course attendance, and level of previous knowledge, and ask whether:

  • the course is well designed,
  • it is easy to understand the teacher,
  • the reading lists are useful,
  • the workload is manageable,
  • the lecture is compatible with the exercise course,
  • the speed and level of difficulty of the course are appropriate,
  • the mathematical notation and content are well explained,
  • the teacher is well prepared,
  • the teacher appears interested in the students’ success,
  • the time required to prepare for, and follow-up after, the course is appropriate.

At the end of the questionnaire, the students give the course a grade, and estimate how well they are going to do in the final examination.

The questionnaire is usually completed in the session of the eleventh course week, collected, and then handed in to the dean's office for analysis. With a scanner and special software, it is often possible to pass on the feedback to the course teacher on the same day.

Once feedback on all of the Department’s courses has been analyzed, the results are summarized according to course type (lecture, lecture/exercise course, exercise course, seminar). These results influence how courses are taught in the following semesters.