Widening participation, narrowing perspectives

Rethinking student evaluations in law teaching

Abstract

This article examines the challenges and opportunities in adapting student evaluations of teaching (SETs) to enhance fairness, inclusivity and effectiveness, with a special emphasis on law teaching within increasingly diverse student bodies. While SETs are used widely, they often fail to adequately capture teaching quality and may disadvantage both students and educators inadvertently. This study critiques traditional SET practices, identifying how factors such as student background, unfamiliarity with legal concepts and cultural sensitivities can influence feedback, leading to incomplete or skewed evaluations. Recognising these limitations, the article advocates for a more multifaceted approach to teaching evaluation that integrates SETs with alternative methods such as open-ended questions, focus groups, reflective portfolios and peer reviews. By fostering continuous engagement, self-reflection and lifelong learning, this more nuanced framework supports both student development and teaching effectiveness. The article highlights the importance of tailoring evaluations to the unique demands of legal education, including assessing students’ legal reasoning and application of principles. It also proposes actionable strategies for improving peer review processes and enhancing student preparation for giving feedback. Ultimately, this article calls for a shift toward collaborative and human-centred evaluation systems that promote deeper learning and fairness in a diverse academic landscape, enriching the legal education experience for all stakeholders.