I plan to write about this pitfall too. I also agree with your pessimism about SET. As a new teacher in a new (to me) course in a new (to me) program and discipline, I have found the results so far pretty unhelpful and even anxiety-causing--to the point that I'm not sure it's the best practice to look at them every term.

With that being said, I am a big advocate of evidence-based teaching practices and curricular innovation, and I do use feedback from students (through targeted "reflections") to understand their experience of learning in my course. One strategy that I'm interested in trying for next year is centered on giving students more responsibility to produce knowledge themselves. I'll admit that I've felt insecure about this in the past because of fears that students would review me as "dispensable" if I wasn't the main producer of knowledge in the classroom context (sage on the stage). But I'm interested in combatting this misconception, and I am willing to have faith in students' abilities to assess their own learning and to realize that engaging in knowledge production themselves is actually a much more beneficial learning strategy than sitting back and hoping to "absorb" it all.