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KTH Course analysis

Except using a course evaluation you have chosen, it is further stipulated at KTH that the teacher in charge must carry out a course analysis based in part on the students’ course evaluation. 

Aim of the course analysis

Using the course analysis the teacher will document their summary of the students’ views. It will enable the teacher to reflect on and describe what course development should be carried out in order to improve the students’ learning and the learning environment on the course. 

Creating a course analysis

Once the questionnaire has been sent out to the students, you can also initiate a course analysis on the course website. With the help of an electronic form (template), you can gradually create a course analysis that encompasses the course organization, the students’ efforts and results, analysis of the learning environment, analysis of answers to open-ended questions, and prioritized course development. The form is designed to help you to analyze the information in the LEQ report step-by-step and to document the result. Certain sections may also be initiated before the survey has been concluded, and as long as the course analysis has not been concluded, you can save a draft and take up working on it on a later occasion. For instance, you can create a preliminary course analysis by way of preparation for a course analysis meeting  with other teachers and then complete the course analysis after the meeting.

Course data and course results are generated automatically (if you have chosen the LEQ-form) when the course results are registered. This is to allow you as the teacher to focus on the pedagogical aspects of the course analysis and at the same time fulfill the formal requirements of a course analysis. 

Final course analysis

What remains for each teacher after the course analysis meeting is to go back to the course analysis tool and update the preliminary course analysis, supported by the results from the course analysis meetings. When the teacher has completed the update, he/she can then definitely save the final course analysis.

The course analysis form

The course analysis form consists of several parts, the first of which is Course Design. The teacher is asked to briefly describe the course design (learning activities, examination) and any changes that have been implemented since the last course offering. Thereafter, the teacher is asked to assess the Students’ Workload. The aim here is to investigate if the student has spent the time expected (40 hours / 1.5 credits) and to give possible explanations for the deviations. 

The next part of the course analysis form is the Students' Results in which the teacher is to elaborate on the students’ success on the course and to discuss possible differences compared to previous course offerings.

The major part of the course analysis involves the students’ Learning Environment. The teacher is asked to give the overall impression of the learning environment in the polar diagrams, for example in terms of the students' experience of meaningfulness, comprehensibility and manageability, and to give reasons for significant differences between different groups of students, if any. Thereafter, the teacher is asked to analyze the learning environment by identifying stronger and weaker aspects from the polar diagram or from the comments given by students to each statement.

To conclude the course analysis, the teacher is asked to summarize what emerges in the students' answers to the open questions, and to highlight good advice to future course participants that the teacher wants to pass on.

Finally, the teacher is asked to propose course development work that can be implemented on short or long term.

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Belongs to: KTH Intranet
Last changed: Apr 24, 2024