AND HISTORY OF SET
early as 1984, UP Diliman had considered designing an evaluation-of-teaching
instrument toward improving the quality of teaching in all
units of the University. The initial version of SET was based
on common aspects noted in a survey of evaluation instruments
used in different UPD colleges.
questionnaire has undergone several revisions and modifications
since the first try-out version in 1987. In the early 1990's,
the SET became one of the bases for identifying professorial
chairs; while in some colleges it was used as one of the basis
for decisions on faculty promotion and reappointment.
September 1992, SET has been regularly administered in the
the years, results of Part III (on Instructional Behavior
of the Teacher) have been used in all lecture-oriented courses.
SET continues to be studied. For one, its inadequacy as an
evaluation instrument for laboratory, practicum and skills-oriented
courses has been repeatedly pointed out.
appears to be a need for a supplementary part which addresses
aspects of teaching in skills, laboratory and performance
current SET form is divided into three main parts: 1) the
student; 2) the course; and 3) the teacher.
I asks about the student's participation in the course,
the extent to which his expectations have been met and his
II elicits his perceptions and feelings about the course,
its pacing, and the extent to which the course syllabus
was followed. This part includes open-ended questions to
enable the student to express his views freely.
III inquires into the teacher's method of teaching. It consists
of 26 statements with which the student either agrees or
disagrees mildly or strongly. Part III also elicits information
on the teacher's observance of class schedule, evaluation
practices, and instructional management. It asks the student
to identify the teacher's strong points and aspects of the
course which needs to be improved.
The SET should be administered by a University Research Associate
(URA) or a member of the administrative staff under the supervision
of the Secretary of each College following the procedures
described in this Student Evaluation of Teacher (SET) Manual
The SET should be administered within the last three weeks
of the semester, or on the last week of the Summer term.
The faculty/teacher being rated should not be present while
the students fill out the SET.
SET data should be treated as confidential information. Access
to these can be authorized only by the Dean, Secretary of
the College, or Department Chair.
Collation of SET forms is to be done under the supervision
of the College Secretary.
Data processing, collation, and analysis are to be done using
the computer program furnished by the Office of the Director
of Instruction (ODI) under the Office of the Vice-Chancellor
for Academic Affairs (OVCAA).
50 percent sample for each teacher will be randomly selected.
However, for small classes of 15 or less, all students shall
be included in the sampling.
a faculty member teaches several sections of the same course,
at least one section should be randomly selected by the College
Secretary. If he teaches only one section, that class should
be given the SET.
50 percent sample of the students in each class of the teacher
to be evaluated will be selected by the University Research
simplify the process, the URA starts from a random student
and asks the other students to count off 1, 2, 1, 2, . , following
a path around the room. To decide which students will answer
the SET, he tosses a coin. If the coin turns up head, the
1's will be asked to stay and answer the SET. The 2's will
be advised to leave the room. If the coin turns up tail, the
2's will answer the form.
The College announces the inclusive administration dates
for the SET and picks the names of the URA/staff who will
The URA/staff administering the SET should check with the
faculty member to make sure that the class will meet on
the target date.
On the scheduled time, the assigned URA/staff goes to the
room where the class meets within the last 30 minutes of
the class schedule. The URA enters the room and introduces
himself to the teacher. In no case should the visit be a
surprise to the teacher. The URA then gives the teacher
time to put a proper closure to the activity going on. On
cue from the teacher, the URA says,
teacher leaves the room after introducing the URA to the
you will be answering a questionnaire called the
Student Evaluation of Teacher (or the SET). This
is a questionnaire which aims to help improve
the quality of teaching. It is also a way of helping
the faculty see how students perceive their teachers
- specifically their style and management of instruction.
of you have experienced answering the SET. This
time, I would like you to think back on this course
[Give the course number and title] as you experienced
it, how it was taught, and how well it has met
sure that by now you are already familiar with
how the teacher taught the course to your class.
Allow yourself a few minutes to reflect on the
course, or review the syllabus.
particularly of your participation in it. Has
the course met your expectations?
how the teacher taught it and your particular
satisfactions and dissatisfactions.
URA sees that all count off 1, 2, 1, 2, . . When all have
counted off, she says,
will toss a coin to see who will answer the form.
If the coin turns up head, the 1's are it. If tail,
the 2's are it.
tosses the coin. If tail, she says:
1's please pick up your things and quietly leave the
room. You are dismissed. The 2's will stay and fill
out the SET.
URA waits and makes sure that everything is in order. Then
she says to the remaining half:
I will now distribute the forms to each of you.
The questionnaire has 4 pages. There are specific
instructions on how to answer each part. Are you ready
have 20 minutes to answer the questionnaire.
Hand me the form after you have reviewed and answered
each item. You may now begin !
soon as the students finish, or after 20 minutes, collect
the materials. For those who submit the form early, take
the time to skim through the pages to make sure that they
answered all the items.
the students for the time they gave to answer the questionnaire.
Then, dismiss the class.
the materials when all have handed in the forms. Place them
inside an envelope for submission to the Secretary's Office.
least one URA/staff should be assigned to encode the data
using the template/program provided by the ODI.
responses should be encoded. A program has been prepared
for this purpose. The answers to the open-ended responses
should be collated for each teacher.
to Items 1-26 in Part III are coded as follows:
Agree (SA) - 1
Agree (A) - 2
Disagree (D) - 3
Strongly Disagree (SD) - 4
Not Applicable (NA) - 9
the reverse scoring for these negatively oriented items
in Part III-A: Items 10, 17, 19, 23, and 25.
for Each Teacher
Frequencies and percent distributions of responses for all
b. Straight listing of responses to open-ended questions
c. Mean ratings and standard deviations for items in Part
d. Mean weighted ratings for items in Part III for all the
sample classes of each teacher
for Each Course
The same as for each teacher
b. Frequencies for Parts I & II Multiple-Choice items
a feedback sheet for each teacher on these items:
I Mean ratings per item, 1-9
Part II A Mean ratings per item, 1-7
Part II-B Frequencies of responses for Items 1, 1.1, 2,
3, and 4
Part III-A Mean rating per item, 1-26 and overall mean rating
Part III-B Frequencies per item, 1-7
uniformity and expediency, the excel program should be used
following this forma once data encoded for submission to
overall mean rating in Part III-A will be interpreted as
- 1.24 Outstanding
1.25 - 1.75 Very Good
1.76 - 2.25
Average 2.26 - 2.75
Fair Below 2.75 Needs improvement
of SET results to the teacher concerned may be done through
the feedback sheets
b) a one-on-one talk
c) announcement of ratings of faculty (identities coded)
as the Department Chair sees fit.
summary of results should be forwarded to the ODI in the
form suggested by that Office.
encoding the data, the accomplished SET forms may be disposed
by shredding or recycling after a period of three semesters.
Until then, the Secretary's Office of each College will
decide on where they are to be stored.
Office of the Secretary will keep a copy of the diskette
of the encoded data after sending one diskette copy to the
Dean, the College Secretary and the Department Chair are
the only staff who have access to the data. A faculty member
may request access to his/her SET results through any of
Uses of the SET Results
As basis for
1.2 identification of excellent teachers
1.3 grant of professorial chairs, incentive grants, etc.
Information and feedback on
faculty strengths and weaknesses
2.2 skills to be addressed through in-service training
2.3 student-faculty relation
2.4 evaluation practices
Monitoring of observance of University rules (on absences,
tardiness, consultation hours, etc.)
Identification of issues relative to
4.2 faculty behavior
4.3 classroom/school management
4.4 evaluation of teachers
conceptualization of this manual was done in 1999 by a committee
created by the Office of the Director of Instruction (ODI)
under the Office of the Vice-Chancellor for Academic Affairs
committee members were:
Milagros D. Ibe (Chair)
College of Education
Therese Ann G. Capistrano
School of Statistics
Jonathan Winston L. Salvacion
College of Engineering
Ana Maria G. Tabunda
School of Statistics
Aurora C. Zuniga
Program Development Associate Office of the Director of Instruction
Evelina M. Vicencio
Director Office of the Director of Instruction
Corazon M. Raymundo
Vice Chancellor Office of the Vice Chancellor for Academic
manual was revised for distribution during the 1st Orientation
for the Staff to Administer SET held on September 7, 2000
at the Benitez Theater of the U.P. College of Education. This
was done under the new supervision of: Dr. Amelia P. Guevara
Vice-Chancellor for Academic Affairs Dr. Celia T. Adriano
Director, Office of the Director of Instruction Prof. Villy
Ath. Buenaventura PDA, Office of the Director of Instruction