Student Evaluation of Teaching and Courses (SETAC) - Academic Policy

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Student Evaluation of Teaching and Courses (SETAC) - Academic Policy


Approval authority
Academic Board
Responsible officer
Deputy Vice-Chancellor (Academic)
Designated officer
Director, Centre for Support and Advancement of Learning and Teaching
First approved
2 October 2012
Last amended
4 June 2018
Effective start date
23 September 2014
Review date
30 September 2018
Active - under review
Related documents
Committee/Board Reviews and Self-Reviews - Managerial Policy
Faculty Reviews - Managerial Policy
Faculty Reviews - Procedures
Organisational Unit Reviews - Managerial Policy
Organisational Unit Reviews - Procedures
Review of Academic Board and its Committees - Procedures
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1. Purpose of Policy

This policy commits the University to the collection, monitoring and use of evidence-based data that is used primarily for the purpose of enhancing the quality of teaching and courses and ultimately aims to improve staff development in the scholarship of teaching and to improve student learning.

Student Evaluation of Teaching and Courses (SETAC) surveys are designed to be an indicator of learning and teaching practices from the student perspective. They are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement with the curriculum and learning outcomes. The purpose of this policy is to implement the University's commitment to collecting, analysing and responding to student feedback to improve student learning experiences and outcomes.

The Student Evaluation of Teaching and Courses (SETAC) is the standardised, University approved, University-wide student feedback instrument that may include optional questions selected by the survey initiator.

2. Application of the Policy

This policy applies to all staff who teach or coordinate Tertiary Preparation Pathway, undergraduate, or postgraduate coursework courses, with the exception of guest lecturers and staff whose role is limited to practical demonstrating.

Assistance and training in initiating SETAC surveys is available from the Strategic Information and Analysis Unit and assistance in using and interpreting SETAC survey reports and aggregated data is available from the Centre for Support and Advancement of Learning and Teaching.

3. Conduct of SETAC Surveys

3.1 All aspects of the design, conduct and reporting of SETAC surveys must respect the rights, privacy and dignity of teachers and students involved in the SETAC process.

3.2 The anonymity and confidentiality of student responses must be maintained.

3.3 Teaching staff must initiate the teaching component of SETAC at least once a year and, if newly employed, in their first teaching period.

3.4 The Strategic Information and Analysis Unit will automatically initiate SETAC course evaluations for all courses offered in each teaching period. Course Coordinators may cancel a centrally initiated course evaluation subject to the following evaluation requirements:

3.4.1 New courses must be evaluated in the first teaching period that the course is offered.

3.4.2 Existing courses must be evaluated at least once a year in the major teaching period in which the course is offered.

3.5 The Deputy Vice-Chancellor (Academic), Faculty Executive Dean, Faculty Associate Dean (Learning and Teaching), Head of School, supervisor, Course Coordinator or a teacher may initiate a SETAC survey in addition to the evaluation requirements specified in Sections 3.3 and 3.4.

4. Use of SETAC Surveys

4.1 The core uses of SETAC reports are for teachers and Course Coordinators:

a) to reflect on the efficacy of their teaching practices;

b) to monitor student experiences and the efficacy of curriculum and assessment design;

c) to inform discussions associated with curriculum planning, development and review and performance management; and
d) to provide a source of evidence for the impact an individual teacher has had on the student learning experience (teaching evaluation) or as a source of evidence for the impact of course, program or assessment design on the student learning experience (course evaluation), for consideration by appointment, tenure and promotion committees.

4.2 Teachers and Course Coordinators must provide a summary to students on outcomes arising from their review of the reports of both course and teaching SETAC surveys they have conducted, in accordance with the Student Evaluation of Teaching and Courses (SETAC) - Procedures.

4.3 The Deputy Vice-Chancellor (Academic), Faculty Executive Dean, Faculty Associate Dean (Learning and Teaching), Head of School, or supervisor of a Course Coordinator or teacher have full access to course and teaching evaluation results reports for the following purposes:

a) as part of quality assurance and improvement for learning and teaching;

b) as part of reporting requirements to professional, statutory and regulatory bodies;

c) as part of the Performance Planning and Review (PPR) process.

5. SETAC Expectation Standards

5.1 Expectation standards (the minimum standards the University expects for SETAC results) may be set periodically by the Deputy Vice-Chancellor (Academic).


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