🚀 go-pugleaf

Doug:
     As I already mentioned, it depended on the class, its attitude
(each has its own), the in-jokes that developed over the first month
or so, etc.  To get a high score with a class that "clicked," I'd
simply imply that the department (esp in a "required course") was
checking to insure uniformity in teaching.  That would get me high
scores and the texts low scores.  In one that was hostile, to get a
low score, one need only say that I thought they weren't competent to
answer the questions about me (except where "personal mannerisms" were
involved).  To get a low score with a good class was trickier, but I
told them I wanted the truth, that I wanted to be compared to an ideal,
not with what their experience was in another class, etc.  Sometimes,
all I needed to do was to say nothing as I passed out the things.  Each
class would interpret that differently.  As long as you know the audience,
you can manipulate the response -- no matter what restrictions the
questionnaire placed on you.  The only way to avoid this is to have
someone else hand them out, and then he has an effect.  The whole thing
seemed to be affected by the Hiesenberg effect -- the measurement altered
that which was measured.

Charles Stanford