This study examines the prevalence, contexts, and demographic correlates of monotonic
response patterns (MRPs) in online student evaluations. Results of two-level hierarchical
generalized linear models show evidence of careless monotonic responses to a survey administered
to students enrolled in a university-level foreign language course in the Republic of Korea.
All else being equal, freshmen and students in classes with fewer survey participants were more
likely to choose monotonic response patterns in course evaluations. Possible factors at work in
generating MRPs are identified and discussed. The severity of theMRP problem in online ratings
underscores the importance for administrators to consider possible validity threats in student
evaluations before using them as tools to inform instructional and administrative decisions. It is
also important to design course evaluation surveys in such a way as to minimize careless
responses and to identify means to induce more thoughtful responses from college students.

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• Correlates of monotonic response patterns in online ratings of a university course