Student Evaluation of Teaching
(SET)
Citizen Evaluation of Teaching
(CET)
Overview of SET/CET
Faculty Senate
Advancement of Teaching
Committee
Assessments are anxiety provoking…
…especially when the relationship to your work is
not clear…
OBJECTIVES
1. Identify changes in forms
2. Recommend reporting practices
3. Evaluated SET/CET forms
4. Provide faculty feedback
All OSU instructors
SET/CET forms and questions are parallel
for faculty in ~
*Resident instruction
*Extension activities
*E-campus courses
SET FORM
CET FORM
OBJECTIVE 1
Identify changes in form
Changes in questions
a.
New questions focus on teaching behavior
b.
Questions address only a single behavior
c.
Questions were validated at OSU &
elsewhere
d.
Space provided for class/discipline specific
questions
OBJECTIVE 1
Identify changes in form (cont.)
Changes in scale
a. Old scale was 0 – 4 with word
anchors for 0 and 4 only; treated as
interval data.
b. New scale is 1 – 6 with words for all
numbers; is ordinal data.
Objective 2
Recommend reporting practices
Questions 1 & 2
a. These are the only “norm-referenced” (i.e.,
to compare with others) questions
b. Appropriate to use in comparing across
disciplines
c. Most appropriate responses to report for
P&T, awards, merit
Objective 2
Recommend reporting practices (cont.)
Questions 3 – 12
a. These are criterion referenced items (i.e.,
compare to a standard)
b. Formative rather than summative
information
c. Designed to improve teaching practice
d. Interpretation should be to compare faculty
with similar expertise
Objective 2
Recommend reporting practices (cont.)
New forms provide response templates for
instructor and/or department specified
items
a. To assess new teaching practice
b. To assess course-specific information
c. To provide evidence for accreditation
Objective 2
Recommend reporting practices (cont.)
Responses for all new items are:
a. Descriptive, i.e., words with numbers
assigned for analysis purposes
b. Ordinal not interval data
c. Medians, not means, are the appropriate
statistic for central tendency with ordinal
data
Objective 2
Recommend reporting practices (cont.)
Changes in reported results
a. Previous form reported MEANS with
frequencies and without a measure of
variability/dispersion.
b. Current form reports MEDIANS with
frequencies and without a measure of
variability/dispersion.
Objective 2
Recommend reporting practices (cont.)
1. Report data prior to 2003 using mean of
Question 12.
2. Report data for 2003 and after using median
for Question 1 and 2.
3. Note that neither measure of central tendency
has accompanying measure of variability.
4. Means and medians can be graphed in a
similar manner.
5. Include a statement about the change in forms
in candidate statement.
Objective 3
SET/CET Evaluation
Change in reported results
SET/CET data are ranked categories
(ordinal) rather than continuous
numerical (interval) data
Objective 3
SET/CET Evaluation
For the next 12 slides,
please answer each question indicating the
utility of each question to help you
improve your teaching.
Objective 3
SET/CET Evaluation
SET: The class as a whole was…
CET: The educational event as a whole
was…
 Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: The instructor’s contribution to the
course was…
CET: The instructor’s contribution to the
educational event was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Clarity of course objectives or
outcomes was…
CET: The clarity of educational objectives
was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Clarity of student responsibilities
and requirements was…
CET: The clarity of how you might use this
education was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Course organization was…
CET: The teaching organization was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Availability of extra help when
needed was…
CET: The instructor’s use of examples
was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Instructor’s use of various
instructional techniques to
accommodate differences in learning
styles among students was…
CET: The instructor’s use of teaching aids
(slides, overheads, charts, etc.) was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Instructor’s interest in my learning
was…
CET: The instructor’s ability to stimulate
my thinking more deeply about the
subject was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Instructor’s ability to stimulate my
thinking more deeply about the subject
was…
CET: The instructor’s responsiveness to
questions was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Instructor’s timely feedback to tests
and other work was…
CET: The instructor’s use of participant
discussion to enhance my learning
was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Instructor’s ability to develop a welcoming
classroom environment for all participants
was…
CET: The instructor’s ability to develop a
welcoming environment for all participants
was…
Not useful
Moderately useful
Very useful
Objective 3
SET/CET Evaluation
SET: Instructor’s evaluation of student
performance in accordance with course
objectives was…
CET: The instructor’s skill in making the
information useful to me was…
 Not useful
Moderately useful
Very useful
Objective 4
Faculty Feedback
1. How often do you add questions specific
to your teaching or accreditation needs
to the back of the form?
•always
•sometimes
•never
Objective 4
Faculty Feedback
2. How are SET/CET results, i.e., medians
of Questions 1 and 2 used:
 P&T
 Awards
 Merit
 Other
Objective 4
Faculty Feedback
3. Median for Questions 3 through 12 are:
 Interpreted within discipline for P&T,
awards, merit.
 Used to improve my teaching.
 Indicators to improve and evaluate
other aspects of my teaching.
 Other
Objective 4
Faculty Feedback
4. Student evaluation of teaching represents one of
several ways to evaluate teaching. Which of the
following do you also use to evaluate your
teaching?
 Self-evaluation.
 Inviting peers from your discipline.
 Sending teaching packets to external peers in
your discipline for evaluation.
 Trying new methods, approaches or content
based on workshops, symposia, readings,
suggestions
Objective 4
Faculty Feedback

After attending or viewing this
presentation, are there still aspects of
SET/CET use or interpretation that are
not clear?
•YES
•NO
 Please specify:
Dissemination

AOT committee will report results of this
survey to the Faculty Senate Executive
Committee and post the report on the
Advancement of Teaching Committee website.
AoT Committee
Margie Haak and Tina Bull, Co-Chairs
Molly Engle
Ken Winograd
Lisa Sarasohn
With special thanks to the following former members:
Ray William, Paula McMillen, Brett Palama, Shane Brown