Shift and Shade the Teacher's Grade
In this paper, the topic of student evaluation of instruction has been addressed with a new approach. Student behavior in reporting on evaluation instruments was analyzed using a model based on utility and opportunity cost. This model carried a set of hypotheses that represent a large group of instructor preconceptions regarding student evaluation of instruction. Surprisingly, most of these preconceptions were not supported by the data. Students were not found to shift responsibility away from themselves nor were they found to be myopic in their evaluation of instruction.
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