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Do Higher Grades Lead to Favorable Student Evaluations?

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  • Paul Isely
  • Harinder Singh

Abstract

The relationship between expected grades and student evaluations of teaching (SET) has been controversial. The authors take another look at the controversy by employing class-specific observations and controlling for time-invariant instructor and course differences with a fixed-effects model. The authors' empirical results indicate that if an instructor of a particular course has some classes in which students expect higher grades, a more favorable average SET is obtained in these classes. Moreover, they find that it is the gap between expected grade and cumulative grade point average of incoming students that is the relevant explanatory variable, not expected grade as employed in the previous literature.

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File URL: http://hdl.handle.net/10.3200/JECE.36.1.29-42
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Bibliographic Info

Article provided by Taylor and Francis Journals in its journal The Journal of Economic Education.

Volume (Year): 36 (2005)
Issue (Month): 1 (January)
Pages: 29-42

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Handle: RePEc:taf:jeduce:v:36:y:2005:i:1:p:29-42

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Cited by:
  1. De Witte, Kristof & Rogge, Nicky, 2009. "Accounting for exogenous influences in a benevolent performance evaluation of teachers," Open Access publications from Katholieke Universiteit Leuven urn:hdl:123456789/237156, Katholieke Universiteit Leuven.
  2. Aurora García-Gallego & Nikolaos Georgantzís & Joan Martín-Montaner & Teodosio Pérez-Amaral, 2012. "(How) Do research and administrative duties affect university professors’ teaching?," Documentos del Instituto Complutense de Análisis Económico 2012-22, Universidad Complutense de Madrid, Facultad de Ciencias Económicas y Empresariales.

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