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Az érdemjegy torzító hatása a hallgatói véleményezési rendszerekben. Egy természetes kísérlet eredményei
[How to reduce the grade bias in student evaluation systems? A natural experiment]

Author

Listed:
  • Berezvai, Zombor

Abstract

A tanulmány célja annak vizsgálata, hogy egy hallgatói véleményezési rendszer reformját követően hogyan változott meg az érdemjegy és az oktatók hallgatói véleményezési pontszáma közötti kapcsolat. A reform által hozott legjelentősebb változás az volt, hogy a hallgatói véleményezési kérdőívek kitöltése átkerült a szorgalmi időszak második feléről a vizsgaidőszak utánra, ennek következtében pedig a hallgatók a kitöltés pillanatában már ismerték érdemjegyüket. A panelregressziós eredmények alapján a reform után szignifikánsan több mint kétszeresére nőtt az érdemjegy okozta torzítás, elsősorban az alacsony átlagos érdemjeggyel jellemezhető kurzusokon. Ez hosszú távon növeli a jegyinfláció kockázatát, ezért a kutatási eredmények alapján érdemes úgy kialakítani a hallgatói véleményezési rendszereket, hogy a kitöltés pillanatában a hallgatók még ne ismerjék végső érdemjegyüket.* Journal of Economic Literature (JEL) kód: C23, I21, I23.

Suggested Citation

  • Berezvai, Zombor, 2023. "Az érdemjegy torzító hatása a hallgatói véleményezési rendszerekben. Egy természetes kísérlet eredményei [How to reduce the grade bias in student evaluation systems? A natural experiment]," Közgazdasági Szemle (Economic Review - monthly of the Hungarian Academy of Sciences), Közgazdasági Szemle Alapítvány (Economic Review Foundation), vol. 0(7), pages 795-812.
    • Handle: RePEc:ksa:szemle:2133
    DOI: 10.18414/KSZ.2023.7-8.795
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    References listed on IDEAS

    as
    1. Gabriella Conti & Stephen Pudney, 2011. "Survey Design and the Analysis of Satisfaction," The Review of Economics and Statistics, MIT Press, vol. 93(3), pages 1087-1093, August.
    2. Clifford Nowell, 2007. "The Impact of Relative Grade Expectations on Student Evaluation of Teaching," International Review of Economic Education, Economics Network, University of Bristol, vol. 6(2), pages 42-56.
    3. David A Love & Matthew J Kotchen, 2010. "Grades, Course Evaluations, and Academic Incentives," Eastern Economic Journal, Palgrave Macmillan;Eastern Economic Association, vol. 36(2), pages 151-163, Spring.
    4. Cho, Donghun & Baek, Wonyoung & Cho, Joonmo, 2015. "Why do good performing students highly rate their instructors? Evidence from a natural experiment," Economics of Education Review, Elsevier, vol. 49(C), pages 172-179.
    5. Boring, Anne, 2017. "Gender biases in student evaluations of teaching," Journal of Public Economics, Elsevier, vol. 145(C), pages 27-41.
    6. R. Todd Jewell & Michael A. McPherson & Margie A. Tieslau, 2013. "Whose fault is it? Assigning blame for grade inflation in higher education," Applied Economics, Taylor & Francis Journals, vol. 45(9), pages 1185-1200, March.
    7. Donghun Cho & Joonmo Cho, 2017. "Does More Accurate Knowledge of Course Grade Impact Teaching Evaluation?," Education Finance and Policy, MIT Press, vol. 12(2), pages 224-240, Spring.
    8. Paul Isely & Harinder Singh, 2005. "Do Higher Grades Lead to Favorable Student Evaluations?," The Journal of Economic Education, Taylor & Francis Journals, vol. 36(1), pages 29-42, January.
    9. Ewing, Andrew M., 2012. "Estimating the impact of relative expected grade on student evaluations of teachers," Economics of Education Review, Elsevier, vol. 31(1), pages 141-154.
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    More about this item

    JEL classification:

    • C23 - Mathematical and Quantitative Methods - - Single Equation Models; Single Variables - - - Models with Panel Data; Spatio-temporal Models
    • I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
    • I23 - Health, Education, and Welfare - - Education - - - Higher Education; Research Institutions

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