I liked your course because I believe in (the power of) student evaluations of teaching (SET). Students' perceptions of a teaching evaluation process and their relationships with SET scores

Pieter Spooren*, Wim Christiaens

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

22 Citations (Web of Science)


Previous research has shown that many student, teacher, and course characteristics are related to set scores. However, the relationship between students’ perceptions of (the value of) of set procedures and their set scores has not yet been studied. At the university of antwerp (belgium), 974 students from 6 different academic disciplines completed both a set form and an adapted version of the students’ perceptions of a teaching evaluation process questionnaire (surrat & desselle, 2007). Structural equation modelling was used to examine the relationships between students’ perceptions of a set procedure and their set scores. The analysis revealed a statistically significant positive relationship (0.20) between a latent construct measuring the perceived value of set and set scores, as derived from a global factor measuring general teaching competency. Students who valued set procedures tended to provide higher set scores. It is important to recognize that based on their conceptions of their role as evaluators of university professors, students might differ in their perceptions of teaching competence.
Original languageEnglish
Pages (from-to)43-49
JournalStudies in Educational Evaluation
Publication statusPublished - Sept 2017


  • Student evaluation of teaching
  • Validity
  • Students' perceptions
  • Teacher evaluation
  • Higher education
  • Structural equation modelling

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