Anonymous student teacher evaluations are commonly used to evaluate the quality of computing instructors at the university level. However, such teaching evaluations are subject to gender and sex-based biases, calling into question their utility and scope. In this paper, we first use data from a large public American university to replicate previous findings showing that significant sex-related differences persist in computing teaching evaluations. Intriguingly, we find that the sex-differences in computing teaching evaluations are primarily driven by bias involving professors, while significant sex-based differences for student-instructors are not observed. Finally, we place the magnitude of the sex-based differences we observe into a broader engineering context.