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This study analyzes the impact of online versus paper-based administration of student evaluations of teaching (SETs) at Wesleyan University, revealing that response rates for face-to-face classes decreased significantly when evaluations were conducted online. Average SET scores were also lower in the third year of online administration compared to the first two years, although the difference was minimal. The findings highlight the implications for interpreting SETs and their role in assessing teaching quali

Author

rachellejoyespiritu01

Language

EN