Abstract
ABSTRACT This paper explores how teacher-tailored student evaluation of teaching (TT-SET) facilitates academics’ reflection on and adaptation of their teaching practices. This case study involved 11 academics teaching English at a Vietnamese university, using interviews for data collection and thematic analysis for interpretation. The findings show that TT-SETs were perceived as promoting academics’ reflection on and understanding of teaching practices, motivating adjustments in current practice and plans for future changes. The efficacy of TT-SETs in fostering reflection varied depending on academics’ perceptions of their formative intent, validity, and reliability. Academics’ developing understanding of learning’s reciprocal nature and reflection can enhance their comprehension of the nature of learning. Recommendations for a successful implementation of formative TT-SET include refining TT-SET procedures by clearly delineating their formative goals and enhancing student engagement to ensure high-quality feedback. This study underscores the significance of tailored feedback mechanisms in supporting continuous professional development among academics.
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