Student Evaluation of Teaching (SET) in Higher Education: How to Use SET More Effectively and Efficiently in Public Affairs Education

Abstract

The present study examined the impact of 13 aspects involved in student evaluation of teaching (SET). The study used student course evaluations of 1,410 university students in the Division of Public and Environmental Affairs, Indiana University–Purdue University Fort Wayne. These evaluations were collected in Fall 2009, Spring 2010, and Summer 2010. The goal was to identify and prioritize influential variables in the SETs. The four items rated as most influential in the overall effectiveness of instructors’ teaching are ranked as follows: (1) clear explanation, (2) effective use of class time, (3) positive learning environment, and (4) stimulating course materials. The results showed that evaluation items in SETs are not equally influential in their effects on students’ overall rating of teaching effectiveness. Thus this study revealed that a prioritized list of aspects needs to be developed, and efforts should be concentrated on improving these aspects to increase effectiveness and efficiency in rating of teaching. Improvement strategies for instructors as well as future implications of the effective use of SET at the department or college level are discussed.