Students' evaluation of teaching (SET) is widely adopted in most universities. Besides allowing teachers to improve their teaching, SET offers an important input for university administrators' consideration in faculty promotion, contract renewal, salary increase and teaching award. While the practice of using SET instrument is well established, it remains ambiguous in the SET literature whether a dedicated SET instrument is used for alternative teaching pedagogy. Our paper argues that SET instrument may need to be re-designed to reflect the idiosyncrasy of another teaching pedagogy. Accordingly, this paper presents the development process of a SET instrument used to measure an alternative teaching pedagogy in project-based learning. By drawing upon a case study of a university in Singapore, we demonstrate the development of a SET instrument and highlight the considerations surfaced during the development process. Our findings showed that active involvement of students and faculty in the development process proved to be important for the successful development and implementation of SET instrument. The paper concludes with implications for research and education, and limitation of this study.

大多数大学都广泛采用学生对教学的评价（SET）。除允许教师改善教学水平外，SET还为大学管理人员在提升教师，续签合同，增加薪资和授予教学方面的考虑提供了重要的投入。尽管使用SET仪器的实践已得到很好的确立，但在SET文献中对于是否使用专用SET仪器来替代教学法仍存在歧义。我们的论文认为，SET仪器可能需要重新设计，以反映另一种教学法的特质。因此，本文介绍了SET仪器的开发过程，该仪器用于测量基于项目的学习中的替代教学法。通过对新加坡一所大学的案例研究，我们演示了SET仪器的开发，并强调了开发过程中浮出水面的注意事项。我们的研究结果表明，学生和教职员工在开发过程中的积极参与对于SET工具的成功开发和实施非常重要。本文最后对研究和教育产生了影响，并限制了这项研究。