Introduction: Higher education evaluation is a common practice in the institutions. However, the students’ evaluation of faculty is not always free from bias. Objectives: To translate and adapt the questionnaire on the validity of student evaluation of teaching. To identify students’ views on the accuracy of their evaluations of teaching. Methodology: Translation and validation of the questionnaire on the validity of student evaluation of faculty, according to the methodology of translation/back-translation, with subsequent content analysis of item clarity and relevance, followed by summary statistics of the questionnaire results. The sample is composed of 406 students of the Bachelor’s Degree in Nursing. All ethical and legal procedures were followed. Data were analyzed using IBM SPSS Statistics, version 22. Results: The relevance and clarity of the language were analyzed using the content validity coefficient (CVC) and by calculating the mean ratings for each item, the total score, and the error value. Language relevance and clarity showed a CVC = 0.999 and CVC = 0.888, respectively. The summary statistics of the results showed that 99.3% of the students believe that they should evaluate the teachers. For 86.7% of the students, this evaluation should occur in all course units and semesters. For 70.7% of the students, the teachers who are evaluated become better teachers. Among these students, 81,8% and 93.8% respectively stated that they had never given higher or lower scores to a teacher. According to the students, the accuracy of the evaluations is 63.29 %. Conclusion: This study contributed to the analysis of an understudied variable. This instrument complements rather than replaces the evaluation methods. The process of filling in forms should encourage teachers and students to reflect on their evaluation experience.
Key words:
Assessment; Students; Higher education; Validity of evaluations