An economic analysis of the use of student evaluations: implications for universities
In this paper, we develop an analytical model of joint maximizing behavior on the part of students and professors to develop policy rules for universities who use student evaluations as tools for increasing professor effort and, thereby, student knowledge. More precisely, we examine the potential benefits of student evaluations, the consequences of over-emphasizing them and the optimal level of emphasis that should be placed on them. This exercise allows us to determine conditions under which student evaluations would result in an increase in teaching effort and student knowledge, and environments where it would result in professors manipulating grading schemes to obtain higher student ratings, i.e., grade inflation. Copyright © 2003 John Wiley & Sons, Ltd.
Volume (Year): 24 (2003)
Issue (Month): 1 ()
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- William E. Becker & Michael Watts, 2001. "Teaching Economics at the Start of the 21st Century: Still Chalk-and-Talk," American Economic Review, American Economic Association, vol. 91(2), pages 446-451, May.
- Becker, William E, Jr, 1979. "Professorial Behavior Given a Stochastic Reward Structure," American Economic Review, American Economic Association, vol. 69(5), pages 1010-17, December.
- Richard Sabot & John Wakeman-Linn, 1991. "Grade Inflation and Course Choice," Journal of Economic Perspectives, American Economic Association, vol. 5(1), pages 159-170, Winter.
- Allgood, Sam, 2001. "Grade targets and teaching innovations," Economics of Education Review, Elsevier, vol. 20(5), pages 485-493, October.
- Donald G. Freeman, 1999. "Grade Divergence as a Market Outcome," The Journal of Economic Education, Taylor & Francis Journals, vol. 30(4), pages 344-351, December.
- Siegfried, John J & Kennedy, Peter E, 1995. "Does Pedagogy Vary with Class Size in Introductory Economics?," American Economic Review, American Economic Association, vol. 85(2), pages 347-51, May.
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