Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development.

While extensive research has been done on student evaluations, there is less research-based evidence about teachers’ perceptions of and engagement with student evaluations, the focus of the research reported in this paper.

An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions.

Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback.

Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students’ learning experiences.