Exploring student motivations and perceptions towards Student Evaluation of Teaching (SET) systems: A Reflexive Thematic Analysis

Abstract

Student Evaluations of Teaching (SET) surveys are commonly used to provide overall course feedback regarding teaching approaches and the learning experience. However, these surveys consistently demonstrate low validity in the literature, particularly due to low response rates. Yet, SETs are used for high-stakes curriculum and staffing decisions. Limited research has explored student perceptions and motivations to complete SETs, particularly within an Australian university context. In this study, nine students participated in focus groups, which were analysed using Reflexive Thematic Analysis. Analyses were guided by a critical realist approach and explored through the lens of Expectancy Theory. Students explained that they are motivated by a desire to improve the learning experience for future students. However, they also discussed that the initial motivation to complete a SET is the perception of a negative experience. They believe the ratio of positive to negative comments about the course is therefore distorted, and not a true reflection of the overall course experience. Students express a lack of transparency about how (and whether) feedback is used, which results in less motivation to complete the survey. Opaqueness around the audience of SET feedback (I.e., who reads them) was believed to result in less ‘useful’ comments. Students co-created a set of recommendations for increasing SET engagement, including a range of potential incentives and evaluative judgement training. Questions should be framed as if they are written by the educator seeking feedback, as this will encourage comments with maximum utility. It is hoped that this framing may reduce harmful comments.