 You've probably noticed that you learn more successfully in some courses than in others, and your fellow students probably feel the same way. However, the University of Berne wants you to be able to learn equally well in all courses. The goal is to maintain a high level of teaching quality and to continuously advance it. That's why we use course evaluations. This is done, for example, with the questionnaires, where you ask about your opinion of your courses. The results are processed by the evaluation office and remain anonymous at all times. They show the University in which courses students learn particularly well or frequently have trouble. In order to evaluate all important areas of teaching, factors and criteria of good teaching are covered in three parts. The first part is the interim evaluation. This one takes place in the first half of the semester and focuses on questions such as, is the pace of learning too fast for you and are your questions addressed adequately? This evaluation, in most cases, is voluntary for your instructors. The final evaluation takes place toward the end of the semester and focuses on questions such as, do you understand interrelations better now and are you satisfied with the way the content was conveyed? The third part is the evaluation of performance assessment. This one takes place after the exam and focuses on questions such as, did the course content prepare you well for the exam and were learning activities conducive to preparing for the exam? The results help instructors to improve their teaching and to better align courses and exams. And our experience shows that instructors really do care about your feedback. But it's probably best to let them speak for themselves. My most important takeaway from the course evaluation so far is to learn to communicate the decisions I make herdactically and with regards to the structure of the courses so that students understand why they're doing something in a certain manner and not in a different one. I have a lecture that I give every other semester and when I started doing it I got the feedback that it was very unorganized and didn't seem structured at all and that surprised me because I thought it was very organized and brilliantly structured. But then I realized that I didn't communicate the way I structured it or didn't make notes of it in my slides or in the lecture notes. So I started doing that and started telling people more where we were in regards to one session relating to the overall structure of the course and that helped a lot. We can draw a whole range of insights from the evaluations really ranging from digital learning techniques like which Ilias functions work best for them to what sub-areas of the discipline pique their interest the most. For a recent course, for example, having read the positive opinions about something, one part of that course, I rearranged it the next time I gave it so that that particular concept could have more of a central focus in the course. I really wanted them to be able to engage with something that clearly had really inspired them previously. In addition to the instructors and the students, the results of the surveys are used by two other university bodies. The most important in this regard is the quality management at the individual faculties. They take specific measures for courses with insufficient results and courses with excellent results can be formally recognized by the faculties. But room for improvement is not limited to the instructors. You, too, can use the evaluations to reflect on how your own behavior has contributed to your learning success. Are you satisfied with your own contribution to the course and did you study autonomously? If you find this room for improvement here, you, too, can contribute quite a bit to the quality of teaching in the future. So get to work on the questionnaire the next chance you get and help improve teaching. You can find more information about course evaluation on our website.