FREN 1009
Elementary French I · 11 instructors on record · 23 sections
Boston College's ratings are bunched at the top — the median instructor averages about 88 out of 100 on the raw scale, and 44% of them clear 90 — so a raw score cannot separate anybody. Every figure here is ranked against BC classes and that rank is re-expressed out of 100, which is what turns a raw 88 — the middle of the university — into a figure that says where somebody actually stands. On this scale 77 is the median, 84 the top quarter and 91 the top tenth. Workload is then an adjustment on top of that, worth nothing at all for an ordinary one. Lighter work than 74% of BC classes.
The class itself, averaged across everyone who taught it — who taught it is the board below.
How is this worked out?
That is what a student picking a section is actually choosing between: the board carries each instructor's own score for this class, and the score above is the class averaged across all of them.
Boston College's own “intellectually challenging” question. It is not a measure of difficulty, grading or workload.
How is this worked out?
Boston College's own “intellectually challenging” question for this class only — students answer it positively about courses that stretched them, so it measures intellectual challenge and NOT grading, workload or quality. Almost every BC class scores high on it, which is why it is shown as a rank rather than a score.
One of Boston College's five workload bands, not a number of hours. Higher means more work, not worse.
How is this worked out?
Boston College reports workload for this class only as one of five bands, not as a number of hours, and it does not publish what the bands mean — so this site will not translate it into hours. Higher means more work, which is not the same as worse.
Classes are conducted primarily in French. Students with prior French experience admitted only by placement test. This beginning course is designed for students with no prior French experience and those who have studied French before and have placed into this level. True beginners should also sign up for FREN1011, the Elementary French I Practicum. Emphasis is on building oral and written communication skills and exploring the cultural specificities of life in France. Elementary French I is a film-based course and is supplemented with web-based assignments and an online language lab.
Scores are real averages. The order also accounts for how many records back each one — the count is under every score — so one perfect review does not outrank a semester of them. 2 of the 11 rows carry a mark saying so.
| Rank | Instructor | Curve | Easiness | Challenge | RMP overall |
|---|---|---|---|---|---|
| 1 | Anthony BevevinoRomance Languages and Literatures | 9597 raw · 4 records | 82+1 to the score | 18th | —no page |
| 2 | Kaitlin KileyRomance Languages and Literatures Provisional fewer records | 9798 raw · 2 records | 84+2 to the score | 19th | —no page |
| 3 | Amanda CocciaRomance Languages and Literatures Provisional | 9397 raw · 2 records | — | — | —no page |
| 4 | Said LasrifiRomance Languages and Literatures Provisional | 9396 raw · 2 records | 84+2 to the score | 33rd | 1002 ratings · all classes |
| 5 | Matthew FerraroRomance Languages and Literatures Provisional | 9296 raw · 2 records | 84+2 to the score | 41st | —no page |
| 6 | Michael ThomasRomance Languages and Literatures Provisional | 8994 raw · 2 records | 84+2 to the score | 17th | —no page |
| 7 | Ryan AugustyniakAssistant Professor of the Practice · Romance Languages and Literatures Provisional fewer records | 9798 raw · 1 record | 84+2 to the score | 84th | —no page |
| 8 | Hannah VinandeRomance Languages and Literatures Provisional | 9698 raw · 1 record | — | — | —no page |
| 9 | Andrew ClarkRomance Languages and Literatures Provisional | 7787 raw · 2 records | 84+2 to the score | 17th | —no page |
| 10 | Jieqing YuanRomance Languages and Literatures Provisional | 6877 raw · 2 records | 84+2 to the score | 3rd | —no page |
| 11 | Andrea JavelRomance Languages and Literatures | 6576 raw · 3 records | 78±0 to the score | 6th | 866 ratings · all classes |
9 of 11 rows are marked provisional: fewer than 3 records stand behind the number. That is thin evidence, not a bad instructor — the record count is in every row. The RateMyProfessors column is an instructor's overall figure across everything they teach, not a figure about this class.
How this board is built and ordered
Positions account for how many records stand behind each number, so one perfect review does not outrank a semester of them. Every score shown is the real average — only the ordering is adjusted. The comparison here is the class itself: a thin record is read against how this class was rated overall, not against the university.
Every instructor with an evaluation record for this class is on this board — it is not a top ten, and nothing is hidden behind a “show more”. Curve is the instructor's score for THIS class only, ranked against every instructor we hold and printed back out of 100, with the raw BC average underneath it; nothing on this board is an average across the other things they teach. Easiness is an adjustment on top of it, worth up to about ±6 — BC's workload item, ranked and turned over, so a lighter section gains and a heavier one loses, while an ordinary one changes nothing — and each row prints the adjustment, signed. The board is ordered on the same figure it prints, adjusted for how many records back it. Challenge is BC's “intellectually challenging” item shown as a rank against every class we hold; students answer it positively about courses that stretched them, so it is not a measure of difficulty or grading, and it is never marked better or worse.
That site has no course dimension, so its figure is shown for information and kept out of the ranking.
The line
All 13 items · means across 23 recordsBars are ranks, not raw scores. Nothing here is graded good or bad.
What each item asks
- Explains Clearly
- The instructor was effective at creating an understanding of difficult subject matter.
- Available
- The instructor was available for help outside of class.
- Motivating
- The instructor motivated me to do my best work.
- Sparks Interest
- The course stimulated my interest in the subject matter.
- Organized
- The course was well organized.
- Clear Goals
- The learning objectives for the course were clear.
- Useful Later
- What I learned is applicable beyond this course.
- Assignments
- Assignments and exams contributed to my learning.
- Fast Feedback
- I received feedback on my work in a timely manner.
- Useful Feedback
- The feedback I received on my work was meaningful.
- Workload
- How much work the course took outside class, on Boston College's five-band scale — the band boundaries are not published, so this is not a number of hours.
- Challenge
- The course was intellectually challenging.
- Attendance
- Attending class was necessary to do well in this course.
Why these numbers are curved
Both the number and the bar are the rank against every comparable record we hold, printed back out of 100. BC's questions all have a median around 4.5, so on the raw scale every cell here would read in the high eighties and every bar would be nearly full — thirteen numbers that tell you nothing. Each cell prints its raw BC figure and its percentile underneath, so nothing is hidden by the transform. Every bar is one ink colour — nothing here is graded green or red. The hatched bars are not ratings at all: a higher number on either describes a different course, not a better one.
Game log
23 sections · newest first| Instructor | Term | Sec | Instr | Course | Work |
|---|---|---|---|---|---|
| Kaitlin Kiley | Fall 2025 | 01 | 100 | 88 | 40 |
| Ryan Augustyniak | Fall 2025 | 02 | 98 | 92 | 40 |
| Kaitlin Kiley | Fall 2025 | 03 | 95 | 88 | 40 |
| Anthony Bevevino | Fall 2025 | 04 | 98 | 93 | 60 |
| Anthony Bevevino | Fall 2025 | 05 | 97 | 92 | 40 |
| Jieqing Yuan | Fall 2025 | 06 | 71 | 56 | 40 |
| Jieqing Yuan | Fall 2025 | 07 | 82 | 78 | 40 |
| Said Lasrifi | Fall 2024 | 02 | 93 | 93 | — |
| Anthony Bevevino | Fall 2024 | 04 | 96 | 87 | 40 |
| Anthony Bevevino | Fall 2024 | 05 | 98 | 89 | 40 |
| Matthew Ferraro | Fall 2024 | 06 | 96 | 93 | 40 |
| Matthew Ferraro | Fall 2024 | 07 | 97 | 90 | — |
| Amanda Coccia | Fall 2023 | 01 | 96 | 88 | — |
| Andrea Javel | Fall 2023 | 02 | 84 | 85 | — |
| Amanda Coccia | Fall 2023 | 04 | 98 | 96 | — |
| Hannah Vinande | Fall 2023 | 05 | 98 | 92 | — |
| Andrea Javel | Fall 2022 | 02 | 69 | 69 | 40 |
| Said Lasrifi | Fall 2022 | 06 | 100 | 92 | 40 |
| Michael Thomas | Fall 2021 | 01 | 100 | 93 | 40 |
| Andrea Javel | Fall 2021 | 02 | 74 | 68 | 60 |
| Michael Thomas | Fall 2021 | 03 | 89 | 86 | 40 |
| Andrew Clark | Fall 2021 | 04 | 83 | 83 | 40 |
| Andrew Clark | Fall 2021 | 05 | 91 | 89 | — |
How to read this board
Instructors are ranked on their record in this class only, never on their average across everything they teach. Scores are out of 100 — Boston College's 1–5 agreement scale, ×20, the way these numbers were printed for years. Workload is BC's own five-band figure, not a number of hours, and is shown as a rank. A dash means the question was not reported, and is never a zero.