Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course design significantly predicts student engagement independent of teachers. While the variable teachers is a significant predictor of perceived quality, it is not a significant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are discussed particularly in relation to improved teaching practice and student learning, but also in terms of how student evaluations of teaching can be used in meaningful ways.

学生教学评价（SET）研究表明，对于学生评价的感知质量和学生参与度而言，课程设计至少与教师的表现同样重要。我们对 6000 多组的数据分析证实了这一点。两个层次多元回归模型表明，课程设计比教师更能显着预测感知质量，并且课程设计可以独立于教师显着预测学生的参与度。虽然教师变量是感知质量的重要预测因素，但它并不是学生参与度的重要预测因素。与之前的研究一致，结果表明强调课程设计的重要影响非常重要。研究结果特别讨论了与改进教学实践和学生学习有关的问题，而且还讨论了如何以有意义的方式使用学生对教学的评价。