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I think SET's can be "valid" in the sense that they can be useful for
gauging the *affective* impact of a course and for providing
diagnostic feedback to *teachers* [see, e.g., Hake & Swihart (1979)]
to assist them in making mid-course corrections. However IMHO, SET's
are NOT valid in their widespread use by *administrators* to gauge
the cognitive impact of courses [see, e.g., Williams & Ceci (1997);
Hake (2000; 2002c,d); Johnson (2002)]. In fact the gross misuse of
SET's as gauges of student learning is, in my view, one of the
institutional factors that thwarts substantive educational reform
(Hake 2002b, Lesson #12)."
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