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This study contains a re-validation of the SET37-questionnaire for student evaluations of teaching (Mortelmans & Spooren, 2009), using both confirmatory factor analysis and exploratory structural equation modelling (ESEM, Asparouhov & Muthén, 2009), that integrates both exploratory and confirmatory factor analyses. In sum, the results provide strong evidence for the relevance of the questionnaire as CFA- and ESEM-models provide a good fit to the data. Although, as expected, item factor loadings and correlations between the twelve factors in the instrument are substantially lower in the ESEM-results. CFA-models which require zero cross-loadings might overvalue factor correlations when testing SET-instruments. The implications for future validation strategies in SET are discussed

Exploratory Structural Equation Modelling (ESEM): Application to the SET-37 Questionnaire for Students’ Evaluation of Teaching