Balancing expectations is a key factor in ensuring that the students know what is expected of them so that they can adapt their study strategies and prioritisation of the academic activities. This may, for example, consist of a guiding course handbook informing about the course content, activities and courses, expectations for work performance and exam requirements. It can also take the form of an ongoing process where you as a lecturer regularly discuss the goals, outcomes and process with your students. The examples below may usefully be placed in your interim evaluation so that you have the opportunity to make adjustments to your course It has been clear to me how I was expected to work between classes I have realized what is most central in this course for the students to put up a good academic performance There was congruity between the teaching activities and the learning objectives It is clear to me what is expected of me in the exam in this course

Educational It has many different ways of application. Below, you can find inspiration on how to get feedback on the use of EDU-it.

The choice of course content is a key element in connection with course planning. Here, particular emphasis must be placed on the students ' prerequisites and academic relevance and the amount of content that may have an impact on the students ' learning behaviour. Both material congestion and current issues can affect the students ' involvement in the teaching and lead them into superficial study strategies that usually result in unsatisfactory learning outcomes.

may be targeted at different goals and consist of many different exercises, e.g. written assignments, case studies, student presentations, etc., as well as the use of many different tools, e.g. Peer-grade, Mentimeter, Kahoot, Wiki, Blog posts, video presentations, etc. But no matter what activities you choose, the purpose is to motivate and promote the students ' learning. If you would like feedback on specific activities, it is a good idea to specify which one (s) you have in mind and, if necessary, what tools you have used.

Collaboration is a significant part of being a university student and an important prerequisite for the students ' well-being and experience of belonging, while at the same time having a major influence on the quality of the academic work. If group work is a significant part of your teaching, it is important to be aware of whether the students are thriving, or whether there is a need for adjustments.

Motivation is a key factor that drives our activities. It can come from inside and outside. The intrinsic motivation is driven by interest and joy during the actual activity. External motivation is driven by external goals, for example the desire for a good grade, praise from a lecturer or to compare yourself with fellow students. Students who are motivated will often find it easier to learn. The information about the students ' motivation indicates whether there is a need to adjust your teaching activities.

The general sense of action and confidence in your own ability are important resources when you meet new tasks or challenges, and a person's assessment of your own abilities can have a major influence on how you approach them. Students with a high level of SE more likely to see difficult tasks as something that needs to be mastered, rather than something that should be avoided, while students with low rates less, give up faster, which can result in affective reactions such as stress and anxiety. The most important source of the SE is anchored in the real-life experiences because it gives the students a real sense of having the capacity to succeed. Questions of this type can be asked on an ongoing basis in your course

Exam anxiety leads to unintended study strategies that prevent students from developing their understanding of the syllabus. It is a good idea to be aware of the ideas they have about the upcoming exam – and by talking to the students about the correlation between your teaching, i.e. between content, teaching activities and what the student has to perform at the exam, you can help prevent exam anxiety. The questions can, for example, be placed in your midterm evaluation