FUI's course evaluation

IN5060 - Ytelse i distribuerte systemer

Assessment:

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What is your general impression of the course? What do you think of the course's difficulty level? What do you think of the amount of work required in relation to the number of credits given? What do you think about the scope of topics that were covered in this course? How often did you participate in the lectures? What is your general impression of the quality of the lectures? How important was the teaching method or methods to your learning and understanding of the course curriculum? What is your general impression of the quality of the teaching method(s)? What do you think of the difficulty level of the assesments? How important were the assignments/assessments to your learning and understanding of the curriculum? What do you think of the amount of work involved with completing the assessment? What did you think of the difficulty level of the graded assessment? Throughout the course, how did you experience the availability of the course teachers and/or group teachers if you had questions or found something unclear? Show all Hide

Summary:

The course is generally well received, with all respondents rating it from Somewhat good to Very good, most placing it at Quite good or higher. The difficulty level is largely seen as Appropriate, with a few finding it Easy or somewhat Difficult, and the workload is almost unanimously considered Appropriate, though the workload for assignments is often experienced as Large. The scope of topics is viewed as Appropriate by all respondents. Lectures are rated between Somewhat good and Very good, and both lectures and other teaching activities are perceived as Important for learning. Assessments and project work are considered to have an appropriate difficulty level, and teacher availability is experienced as Very good to Quite good. Experiences with digital communication, however, are more mixed.

Students particularly value the relevance of the course for master’s work and data analysis, appreciating the lower‑stress assessment format, the use of real data in practical projects, and the structure of three project‑based assessments spread over the semester. Several highlight that the course supports understanding of research and analysis and helps clarify the course’s scope. Practical application and email feedback are appreciated, with some reporting feeling significantly better prepared for writing a master’s thesis after completing the course.

Føler meg mye bedre rustet til å skrive en masteroppgave etter dette faget.

At the same time, students call for clearer structure, expectations and assessment criteria. There is a recurring desire for more explicit and consistent grading criteria, more transparent feedback to enable improvement from one project to the next and quicker return of grades and comments. Some students request a clearer overview of what counts as curriculum and a better plan for organising lectures and group sessions to make full use of scheduled time.

Overview of what is actually ‘pensum’. Did many cool things, had no idea what the ‘pensum’ actually was.

Suggestions include starting more gradually before “jumping into” research and analysis, improving the quality and suitability of datasets and tools (noting that some choices, such as MATLAB code in early assignments, shifted focus away from analysis), adding more examples of when to use specific statistical methods and possibly more machine‑learning content. Ensuring that group sessions offer added value beyond lectures, or are supported by online resources for common questions, is also recommended.

I believe the assignments were not too hard to pass, but very difficult to master. Despite trying our hardest, our team seemingly stood no chance of getting an A. The feedback given to the assignments was not very helpful in improving the subsequent ones and it was given just a few days before the subsequent assignment deadline.

About the course evaluation

The course evaluation is done by students in FUI (Fagutvalget ved Institutt for informatikk), and is based on questionnaires made at the end of each semester.