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This study investigated the effects of varying instructions, response anchor wording, and response scale length on students' evaluations of teaching effectiveness for liked and disliked courses. Four separate (one for each teaching effectiveness dimension) 2 (course) x 3 (instructions) x 2 (response anchor wording) x 2 (response scale length) analyses of variance revealed main effects for the course and length of response scale variables and an interaction effect between the length of response scale and course variables. No other main or interaction effects were observed. Implications resulting from this study and possible future directions are discussed.
Ing, Pamela G., "Instructions, response anchors, and scale length: How do variations affect student evaluations of teaching effectiveness?" (2008). Electronic Theses and Dissertations. 7886.