The effect of anonymity and increased accountability on the linguistic complexity of teaching evaluations

Randall A. Gordon, Uwe Stuecher

Research output: Contribution to journalArticlepeer-review

10 Scopus citations

Abstract

We examined the impact of anonymity and accountability on the linguistic complexity of teacher-evaluation questionnaires. Undergraduate students volunteered to participate in a study that assessed the evaluations of their instructors. Subjects were asked to complete two closed-ended and one open-ended questionnaire(s) evaluating their general psychology professor. Anonymity and accountability were manipulated in the questionnaire instructions. Consistent with previous findings, few significant anonymity differences occurred on the closed-ended questionnaires. There was, however, some evidence that increases in accountability and a reduction in anonymity were related to the increased linguistic complexity of responses on the open-ended questionnaire.

Original languageEnglish (US)
Pages (from-to)639-649
Number of pages11
JournalJournal of Psychology: Interdisciplinary and Applied
Volume126
Issue number6
DOIs
StatePublished - Nov 1992

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