Abstract
Factor analysis of an instructor rating form administered to three successive student and teacher populations revealed a reasonably consistent factor structure across analyses. In one of the three administrations, students were asked to sign the evaluation form; in this case, substantial changes in proportions of common variance appeared for the first two factors when comparing anonymous versus nonanonymous conditions. Results are discussed in terms of methods for use of student ratings to improve instruction.
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Ronning, R.R., Walsh, U.R. Effects of student anonymity-nonanonymity on the factor structure of a teacher rating form. Res High Educ 6, 363–371 (1977). https://doi.org/10.1007/BF00992180
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DOI: https://doi.org/10.1007/BF00992180