Reading room

Implementation phase documents

SETC: Overview (March 24, 2015, PDF)
TCEP Working Group Final Report (Feb 23, 2015, PDF)
TCEP Phase II Implementation Charter (Dec 15, 2014, PDF)
TCEP Phase II Timeline (Oct 15, 2014, JPG)

Consultation phase final report

"In order to make a major change in student evaluations it [is] important that all three of the major stakeholders (faculty, administrators, students) have significant input into the decision-making processes."

– from "Evaluating How We Evaluate: Examining SFU's Course and Instructor Evaluation System,"
report by the Senate Committee on University Teaching and Learning (SCUTL), 2008

The principle of inclusive consultation will guide the work of the Teaching and Course Evaluation Project. The initial phase of the project will be devoted to consultations with constituents throughout the SFU community. Plans are under development for open-forum discussion sessions on each campus, meetings at the faculty and/or departmental level, focus groups, input via social media, and surveys.

This website will provide information about the consultation process as it becomes available and will provide ways for you to contribute your views and suggestions.

Consultation phase literature reviews

The project team commissioned two reports to provide context and background for its work. The first looked at the theory and practice related to student evaluations, and the second focused more narrowly on the tools and instruments used to conduct student evaluations. View the reports and summaries below.

Background literature

The materials listed below are posted in a specific password-protected area under the fair dealing provisions of Canada's Copyright Act and in accordance with SFU's Fair Dealing Policy R30.04A. If you have an SFU CAS ID, you can access them by logging in:

As well, many of these documents are available to members of the SFU academic community through the SFU Library.

Hot topics

  • Academic freedom, tenure, and the student evaluation of faculty: Galloping polls in the 21st century (Haskell, R.E.)
  • Faculty view of student evaluation of college teaching (Nasser. F. & Fresko, B.)
  • The how and why of evaluating teaching (Centra, J. A.)
  • Midterm feedback from students: Its relationship to instructional improvement and students’ cognitive and affective outcomes (Overall, J., & Marsh, H.)
  • Myths and misconceptions about using qualitative methods in assessment (Harper, S.R., & Kuh, G.)
  • Typical faculty concerns about student evaluation of teaching (Aleamoni, L. M.)
  • Student ratings of instruction and their relationship to student learning (Centra, J. A.)
  • What’s the ‘use’ of student ratings of instruction for administrators? (Beran, T. et al.)
  • Will teachers receive higher student evaluations by giving higher grades and less course work? (Centra, J. A.)

Validity of student ratings

  • Making students’ evaluations of teaching effectiveness effective: The critical issues of validity, bias and utility (Marsh, H.W., & Roche, L.)
  • No pain, no gain? The importance of measuring course workload in student ratings of instruction (Greenwald, A. G. & Gillmore, G. M.)
  • Students' evaluations of university teaching: Dimensionality, reliability, validity, potential biases, and utility (Marsh, H.)
  • Students’ evaluations of teaching effectiveness: The stability of mean ratings of the same teachers over a 13-year period (Marsh, H. W., & Hocevar, D.)
  • Student ratings: Validity, utility, and controversy (Kulik, J. A.)
  • Student ratings of instruction and student achievement: A metaanalysis of multisection validity studies (Cohen, P. A.)
  • Student ratings of teaching. A Summary of Research. IDEA paper No. 50 (Benton, S. & Cashin, W.E.)
  • Student ratings of teaching: The research revisited. IDEA Paper No. 32 (Cashin, W. E.)
  • Sources of validity evidence for educational and psychological tests (Cizek, G.J. et al.)

Effective teaching using teaching evaluation

  • Acquiring student feedback that improves instruction (Murray, H.G.)
  • Effectiveness of consultation on student ratings feedback: Meta-analysis (Penny, A. R., & Coe, R.)
  • Identifying exemplary teachers and teaching: Evidence from student ratings (Feldman, K. A.)
  • Improving judgments about teaching effectiveness using teacher rating forms (Abrami, P. C.)
  • Interpreting the numbers: Using a narrative to help others read student evaluations of your teaching accurately (Franklin, J.)
  • Notions of effective teaching: An exploration of students' and lecturers' perceptions of first year education undergraduate (Allan, J. et al.)
  • The real world of teaching improvement: A faculty perspective (Menges, R. J.)
  • The use of students’ evaluations and an individually structured intervention to enhance university teaching effectiveness (Marsh, H. W., & Roche, L. A.)

Recommendations on teaching evaluation

  • Construct validity of measures of college teaching effectiveness (Howard, G. S.)
  • Creating responsive student ratings systems to improve evaluation practice (Theall, M., & Franklin, J.)
  • Developing a comprehensive faculty evaluation system (Arreola, R.A.)
  • Navigating student ratings of instruction (d’Apollonia, S., & Abrami, P.C.)
  • A review of the research on student evaluation and a report on the effect of different sets of instructions on student course and instructor evaluation (Aleamoni, L. M. & Hexner, P. Z.)
  • Student Course Evaluations: Research, Models and Trends (Gravestock, P. & Gregor-Greenleaf, E.)
  • Survey of 12 strategies to measure teaching effectiveness (Berk, R. A.)

Facts and studies about teaching evaluation

  • The "Big 6" Predictors of Course Evaluation Response Rate  (Champagne, M.) 
  • The dimensionality of studentratings of instruction: What we know and what we do not  (Abrami, P.C. et al.)
  • The evaluation and improvement of teaching in higher education (Goldschmid, M.L.)
  • Moving towards multidimensional evaluation of teaching in higher education: A study across four faculties (Ghedin, E., & Aquario, D.)
  • Student Evaluation of Teaching–Response Rates (Student Evaluation of Teaching Committee, UBC)
  • Student rating myths versus research facts from 1924 to 1998 (Aleamoni, L.M.)
  • Students do rate different academic fields differently (Cashin, W. E.)
  • Teacher personality traits and student instructional ratings in six types of university courses (Murray, H. G.)