There is a plethora of research on student evaluations of teaching (SETs) regarding their validity, susceptibility to bias, practical use and effective implementation. Given that there is not one study summarising all these domains of research, a comprehensive overview of SETs was conducted by combining all prior meta-analyses related to SETs. Eleven meta-analyses were identified, and nine meta-analyses covering 193 studies were included in the analysis, which yielded a small-to-medium overall weighted mean effect size (r = 0.26) between SETs and the variables studied. Findings suggest that SETs appear to be valid, have practical use that is largely free from gender bias and are most effective when implemented with consultation strategies. Research, teaching and policy implications are discussed. (Contains 1 note and 2 tables.)