Completing student evaluations of courses

All course evaluations should contain a student evaluation. Most often, this is done through a reference group.

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På norsk: Gjennomføre studentevaluering av emne

How often?

Every time a course is held it should be formally evaluated by the students, usually via a reference group.

At least every third time a course is held the course coordinator should also actively collect feedback from all the students in the course to ensure there is representative information.

Collecting feedback from a reference group

The course coodrinator should designate a reference group for every course. The reference group should be made up of a subset of the course's students whose job is to evaluate the course and create a report. Here is a page about the reference group and course coordinator's responsibilities, a template for the reference group report and guidelines for how it should be written.

Collecting feedback from students

Every third time a course is held (at a minimum) the course coordinator should actively collect feedback from all students in the course, in addition to creating a reference group. This is to ensure that all students have a chance to have their say about the course and are represented.

There are several ways to do this. Your choice will depend upon the number of students in the course, as well as the focus of the evaluation and other factors. This feedback should be summarized and handed in along with the course report.


A digital survey can be sent to all students. More information about creating the survey can be found here (in Norwegian). You'll need to log in with your Innsida username and password to access this page.

Five minutes of feedback

Another way to get an idea of the students' experience of the course is to reserve a few minutes at the end of class for feedback. Ask everyone to answer, or make a random selection. The students can answer in groups or alone.

If you ask students to list what they learned during the lecture, the students have the opportunity to sort and review the lecture's contents, while also giving you useful feedback about what they have absorbed.

Suggestions for questions:

  • List three things you learned.
  • What did you think was the most useful part of the lecture?
  • Was anything unclear?
  • What did you like best?

Harald Øverby from the Department of Telematics has come up with a simple approach, which can be found here: One Minute Paper


In Blackboard you can ask students to provide feedback on specific subjects. You can do this throughout the semester or at specific times during the semester.

The course message channel on Innsida

All course have their own message channel on Innsida. The course coordinator is the channel administrator, and all students who are signed up for the course are automatically subscribed to the channel. Students can give feedback throughout the semester on the message channel. You can also use this channel to send out surveys or to tell students about other evaluation measures. This page contains more information about the course channels on Innsida.

Recommended discussion topics in student course evaluations

Learning outcomes should govern what students actually work on in the course:

  • Are the learning outcomes up-to-date and relevant?
  • Are they clearly communicated to the students, so that they know what they should learn during the course?
  • Are the learning outcomes connected to courses the students have had previously?

Teaching activities (lectures, seminars, exercises, labs, etc.) are the students' most important measure of teaching quality:

  • Are the types of teaching activities appropriate?
    • Does each teaching activity enhance student learning?
    • Which teaching activities do students think provide the most learning for each of the teaching goals?
    • Is the teaching research-based?
    • Exercises or essays: number of, organization, coordination, feedback.
  • Are the difficulty and breadth of the course correct?
    • Do all the students have the necessary background?
    • Should the level of difficulty or work load of the course be changed?
    • Are the contents and level of the coursework adapted so that students from different programmes of study all learn from the teaching activities?
  • Is the progression of the teaching appropriate?
    • Is the progression of the course at such a level that students feel they learn during lectures/other teaching activities?
  • What about the students' own efforts and motivation?
  • The form of assessment should be in accordance with the teaching goals and activities, so that the students are tested in an appropriate manner that contributes to the students' learning.
  • Is the form of assessment in accordance with the teaching goals and activities?
  • Does the assessment enhance the students' learning?
  • To ensure that the assessment/exam is appropriate relative to the teaching goals and activities, it's a good idea to get some feedback from the students after the exam, although this may be difficult. If you don't get feedback from the students during the semester before the course report is made, the feedback may added as a discussion point for the reference group for the next time the course is held.

Learning environment

  • Is the learning environment good?
  • What could be done to improve the learning environment?
  • Is there enough contact between the teachers and students, and is that contact good?
  • Is there enough space in the lecture halls, study halls, computer labs and group rooms?
  • Are the indoor air quality, sound and light good enough?
  • Are students with disabilities given the facilitation they?

See also

Contact information