Student Evaluations of Teaching (SET) have been adopted worldwide as a standard practice to enhance teaching and learning quality. However, improvement efforts are threatened by various problems involving ordinal scores and interpretive frameworks restricted to individual item sets and uninformed by a well-defined invariant construct. In this study, an approach to framing SET items according to theory rather than personal or subjective decisions is described. A sample of 920 students from the University of Macau participating in this study provided responses to 42 SET items. Applying a scientific model of measurement, the data collected were analysed and interpreted. Justification between theoretical and measurement analysis informed the creation of a theoretical SET construct map. That map and the associated item hierarchy were used as reference sources for configuring SET reports and recommendations. A new coherent paradigm for SET documentation is proposed for further study.