ABSTRACT
Do students tell the truth when they fill out the evaluations?
Given the importance of SET in establishing important elements of an instructor’s career, it would seem reasonable to expect a great deal of research about the truthfulness of student respondents. Yet this aspect of the evaluations has been studied less than any other SET effect. It is almost as if no one had thought of it. Some students do have stronger reactions to instruction than others, and a corresponding stronger desire to express their views. It is also known students will ignore the content of a statement on the evaluation by answering it in a manner consistent with a more global concern. The research is limited, but evidence exists showing that students will make false claims. In one study, 41% of the students said they had intentionally used SET to reward or punish an instructor. Another study found students believe 30% of all evaluations contain scores and/or written comments the responding student knows are untrue. Furthermore, the majority of students had no ethical problems with the deceit. Evidence suggests a majority of students will evaluate instruction and events they have never experienced. Information is limited on this topic, but the existing research is consistent in finding some students will purposely falsify answers.
