Course Evaluation in Four Steps

Idea and Objective

Many conversations and telephone calls with lecturers about student course evaluation and recurring questions about it, as well as the desired topics and questions from seminars Image Self-evaluation from the handout LVE in four steps.of university didactics led to the idea of developing an information sheet on student course evaluation. 

Also during the development of the questionnaire "MoGLi" and the online systems "LENA" and "LENA-T", it became increasingly clear that information on the needs-based and coordinated use of the various instruments, tools and higher education didactic offers is essential in order to arrive at meaningful consequences for one's own teaching.

The aim of the handout (PDF download) is to provide teachers with valuable information on the objectives, planning and implementation of student course evaluations in order to be able to derive meaningful consequences from the results. The student course evaluation should be integrated more strongly into the different phases of the PDCA cycle (Deming cycle; cf. Shewart & Deming 1986) of a course implementation:

• Planning the course (Plan),
• Carrying out the course (Do),
• Carrying out the course evaluation (Check),
• Planning and implementing consequences for the next course (Act).

How can you derive the greatest possible benefit for your teaching from student course evaluations?

The handout is a guide to making course evaluation as useful and needs-based as possible for your own course. To this end, the following four steps are outlined and explained in more detail: 

1. Individualise evaluation,
2. Encourage useful feedback,
3. Classify and evaluate results,
4. Plan and implement consequences.

In the handout, you will find more detailed explanations of the four steps as well as other useful resources in this context.

Here you can download the handout.

 Here you can order printed copies (free of charge) . 

 Contact persons and developers