Abstract
Response rates in student evaluations of teaching (SET) surveys are often low, especially when conducted online. These lower response rates raise the question of nonresponse bias. This article examines a data set comprising student evaluations of 6,754 business courses occurring over an 11-year period to investigate whether response rate is related to SET scores and distributions. The authors found that an increased response rate was associated with lower average SET scores for high-SET teachers, and associated with higher average SET scores for low-SET teachers. Furthermore, the authors found that low response rates are associated with lower variance in SET scores. Implications are discussed.
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