End-of-year evaluation of courses
by the trainee-teachers at the UFM of Châteauroux

Michel Fouassier

A group of students (those from the IUFM schools preparing to take their teaching exams) took the initiative and distributed course evaluation forms to students in their year. The result is a collection of data divided into "positive points" and "negative points" which represents a synthesis of the responses they obtained (out of the 54 questionnaires distributed, 30 were completed and analysed). This simple tool allowed them to collect many pertinent comments, criticisms, ideas, and suggestions without any personal attacks on the teachers.

Summary of responses
With regard to the courses, the results of the questionnaire brought to the forefront issues that were of importance to the students. The students indicated that they preferred instructors who were available outside of class time, enthusiastic, dynamic, and well-prepared. Students also appeared to want their courses to be well-structured, have a clear objective, as well as incorporate a variety of teaching methods and materials. Since the students were preparing for an exam, they did not consider tasks unrelated to the exam very useful.

Many respondents noted that correction was very important for them. They indicated that thorough and timely correction of their assignments and homework was something they both expected and wanted.

Class size and individual student needs were also issues of importance to the students. They felt that small classes were more conducive to learning. In addition, they commented that teachers should be aware that students do not come to class with the same skills and background knowledge, something they felt, ought to be addressed in some of the courses.

In general, the students appreciated the congenial atmosphere at the school. Both the administrative and teaching staff were warm and available, as were the second year students. However, the respondents did indicate some administrative problems in the areas of scheduling, book borrowing, and photocopying.

This spontaneous act, initiated by adult students who were motivated by their desire to improve the quality of education, deserves our attention.