These two items which serve as composite summaries of preceding items Item 8

These two items which serve as composite summaries of

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of the evaluation instrument. These two items, which serve as composite summaries of preceding items (Item 8 for Items 1–7 and Item 18 for Items 9–17), were strongly related, r (362) = .92. Feistauer and Richter (2016) also reported strong correlations between global items in a large analysis of SET responses. Design This study took advantage of a natural experiment created when the university decided to administer all course evaluations online. We requested SET data for the fall semesters for 2 years preceding the change, when students completed paper-based SET forms for face-to-face courses and online SET forms for online courses, and data for the fall semester of the implementation year, when students completed online SET forms for all courses. We used a 2 × 3 × 3 factorial design in which course delivery method
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COMPARISON OF STUDENT EVALUATIONS OF TEACHING 6 (face to face and online) and course level (beginning undergraduate, advanced undergraduate, and graduate) were between-subjects factors and evaluation year (Year 1: 2012, Year 2: 2013, and Year 3: 2014) was a repeated-measures factor. The dependent measures were the response rate (measured as a percentage of class enrollment) and the rating for Item 8 (“Overall assessment of instructor”). Data analysis was limited to scores on Item 8 because the institution agreed to release data on this one item only. Data for scores on Item 18 were made available for SET forms administered in Year 3 to address questions about variation in responses across items. The strong correlation between scores on Item 8 and scores on Item 18 suggested that Item 8 could be used as a surrogate for all the items. These two items were of particular interest because faculty, department chairs, and review committees frequently rely on these two items as stand-alone indicators of teaching quality for annual evaluations and tenure and promotion reviews. Results Response Rates Response rates are presented in Table 1. The findings indicate that response rates for face-to-face courses were much higher than for online courses, but only when face-to-face course evaluations were administered in the classroom. In the Year 3 administration, when all course evaluations were administered online, response rates for face-to-face courses declined ( M = 47.18%, SD = 20.11), but were still slightly higher than for online courses ( M = 41.60%, SD = 18.23). These findings produced a statistically significant interaction between course delivery method and evaluation year, F (1.78, 716) = 101.34, MSE = 210.61, p < .001. 1 The strength of the overall interaction effect was .22 (η p 2 ). Simple main- effects tests revealed statistically significant differences in the response rates for face-to-face courses and online courses for each of the 3 observation years. 2 The greatest differences occurred during Year 1 ( p < .
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