Since the 1990s, evaluations have become an indispensable tool for quality assurance in the field of studies and teaching. They allow courses to be assessed on the basis of specific criteria. The focus is often on the criterion of "student satisfaction", whereby a positive correlation between satisfaction and learning success is assumed. However, recent meta-analyses have shown that this connection can at least be called into question. We therefore want to test evaluation procedures that do not focus on the criterion of student satisfaction, but on the learning objectives of the course.

Evaluation based on learning objectives

The Bielefeld Learning Objective-oriented Evaluation (BiLOE) is a questionnaire-based procedure. When planning their course, lecturers define three learning objectives together with the associated learning activities (listening to a presentation, giving a presentation, working in groups, ...). Based on this information, an evaluation form is set up which asks how students assess the achievement of the learning objectives. Further information

Teaching Analysis Poll (TAP)

For very small courses (fewer than five participants), quantitative evaluation methods reach their limits. For some time now, the "Teaching Analysis Poll" (TAP), also known as "qualitative interim evaluation" (QZE), has been available for such purposes. Specially trained student assistants or KU employees moderate a group discussion in the course to be evaluated (the lecturer(s) are excluded from the group discussion). The three questions "What helps me to learn in this course?", "What hampers my learning progress in this course?" and "What do I want the lecturer to know?" are the focus of the discussion. The results are anonymized, written down and then made available to the lecturer.

If you are interested in these evaluation procedures, please contact the HR Development and Continuing Education Department ().