Students’ Grade vs. Teachers’ Evaluation: An Empirical Validation
DOI:
https://doi.org/10.32871/rmrj1604.02.08Keywords:
midterm grade, teacher’s evaluation, educationAbstract
The importance of student’s evaluation for promotion leads teachers to be lenient in exchange of a good evaluation result. This study looks into the possible effects of midterm grades to the evaluation results of teachers at the end of the semester. The study utilized data mining approach using midterm grades and evaluation results of full-time and part-time faculty members. Both parametric and non-parametric analyses were employed in the study. Findings revealed a weak correlation between the midterm grades of students and their evaluation rating of teachers. Looking at grading leniency versus teacher status, it was found out that grades of full-time faculty was significantly higher compared to part time and grades of tenured faculty was significantly higher compared to their probationary counterpart. Therefore, administrators in higher education institution, who uses student’s evaluation result as a key indicator of instructor’s effectiveness, should be very careful as these results might not represent the true performance of a teacher inside the classroom.References
Barry, T. & Thomson, R. (1997). Some intriguing relationships in business teaching evaluations. Journal of Education for Business, 72, 303-311.
Bolge, R. (1995). Examination of student learning as a function of instructor status (full-time versus part -time). ERIC Document Reproduction Service. ED 383, 241.
Boretz, E. (2004). Grade inflation and the myth of student consumerism. College Teaching. 52, 42-47.
Centra, J. A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44(5), 495-518. Doi:http://dx.doi.org/10.1023/A:1025492407752
Clark, B. (1990). Comparison of the achievement of students taught by full-time versus adjunct faculty: Governance and management. ERIC Document Reproduction Service. ED 330, 261.
D’Applonia, S. & Abrami, P. (1997). Navigating Student’s rating of instruction. American Psychologist, 52 1198-1208.
Ehie, I.C., & Karathanos, D. (1994). Business faculty performance evaluation based on the new AACSB accreditation standards. Journal of Education for Business, 69, (5), 257-262.
Filson, C., & Whittington, M. S. (2013). Engaging undergraduate students through academic advising. NACTA Journal, 57(4), 10-17.
Gardner, Howard (1983). Frames of Mind: The Theory of Multiple Intelligences.
Harisson, P.O., Douglas, O.K., & Burdsal, C.A. (2004). The relative merits of different types of overall evaluations of teaching effectiveness. Research in Higher Education, 45, 311-323.
Isely, P., & Singh, H. (2005). Do higher grades lead to favorable student evaluations? Journal of Economic Education, 36(1), 29-42.
Johnson, A. E., Pitts, S. T., & Kamery, R. H. (2006). The Effects Of Part-Time Instruction on Final Grades in The English Composition Course at a Comprehensive Iia University. Academy of Educational Leadership Journal,10(3), 23-35.
Landrum, R. (1999). Student expectations of grade inflation. Journal of Research and Development in Education, 32(2), 124-128.
Marks, R.B. (2000). Determinants of Students evaluations of global measures of instructor and course value. Journal of Marketing Education, 22, 108-119.
McSpirit, S. & A. Chapman (2000). Faculty ironies in grade inflation. Journal of Instructional Psychology, 27(2), 7578.
Pascale, PJ. (1979). Knowledge of final grade and effect on student evaluation of instruction. Educational Research Quarterly, 4(2), 52-57.
Sander,W. & Krautmann A. (1999). Grades and Student evaluations of Teachers. Economics of Review Education. Volume 18 no. 1. Pages 59-63.
Smith, G.S. (2004). Assessment Strategies: What is being measured in student course evaluations? Accounting Education, 13, 3-28.
Sonner, B. & A. Sharland (1993). Grading differences between graduate teaching assistants and faculty members in the introductory marketing class. Journal of Marketing Education, 15(2), 44-49.
Sonner, B. (2000). A is for "Adjunct": Examining grade inflation in higher education. Journal of Education for Business, 75(1), 5-10.
Wiliams, W.M. & Ceci, S. J. (1997). “HoVm I doing?†Problems with student ratings of instructors courses. Change. 29, 13-23.
Wright, R. E., & Palmer, J. C. (2006). A comparative analysis of different models explaining the relationship between instructor ratings and expected student grades. Educational Research Quarterly, 30(2), 3-18.
Bolge, R. (1995). Examination of student learning as a function of instructor status (full-time versus part -time). ERIC Document Reproduction Service. ED 383, 241.
Boretz, E. (2004). Grade inflation and the myth of student consumerism. College Teaching. 52, 42-47.
Centra, J. A. (2003). Will teachers receive higher student evaluations by giving higher grades and less course work? Research in Higher Education, 44(5), 495-518. Doi:http://dx.doi.org/10.1023/A:1025492407752
Clark, B. (1990). Comparison of the achievement of students taught by full-time versus adjunct faculty: Governance and management. ERIC Document Reproduction Service. ED 330, 261.
D’Applonia, S. & Abrami, P. (1997). Navigating Student’s rating of instruction. American Psychologist, 52 1198-1208.
Ehie, I.C., & Karathanos, D. (1994). Business faculty performance evaluation based on the new AACSB accreditation standards. Journal of Education for Business, 69, (5), 257-262.
Filson, C., & Whittington, M. S. (2013). Engaging undergraduate students through academic advising. NACTA Journal, 57(4), 10-17.
Gardner, Howard (1983). Frames of Mind: The Theory of Multiple Intelligences.
Harisson, P.O., Douglas, O.K., & Burdsal, C.A. (2004). The relative merits of different types of overall evaluations of teaching effectiveness. Research in Higher Education, 45, 311-323.
Isely, P., & Singh, H. (2005). Do higher grades lead to favorable student evaluations? Journal of Economic Education, 36(1), 29-42.
Johnson, A. E., Pitts, S. T., & Kamery, R. H. (2006). The Effects Of Part-Time Instruction on Final Grades in The English Composition Course at a Comprehensive Iia University. Academy of Educational Leadership Journal,10(3), 23-35.
Landrum, R. (1999). Student expectations of grade inflation. Journal of Research and Development in Education, 32(2), 124-128.
Marks, R.B. (2000). Determinants of Students evaluations of global measures of instructor and course value. Journal of Marketing Education, 22, 108-119.
McSpirit, S. & A. Chapman (2000). Faculty ironies in grade inflation. Journal of Instructional Psychology, 27(2), 7578.
Pascale, PJ. (1979). Knowledge of final grade and effect on student evaluation of instruction. Educational Research Quarterly, 4(2), 52-57.
Sander,W. & Krautmann A. (1999). Grades and Student evaluations of Teachers. Economics of Review Education. Volume 18 no. 1. Pages 59-63.
Smith, G.S. (2004). Assessment Strategies: What is being measured in student course evaluations? Accounting Education, 13, 3-28.
Sonner, B. & A. Sharland (1993). Grading differences between graduate teaching assistants and faculty members in the introductory marketing class. Journal of Marketing Education, 15(2), 44-49.
Sonner, B. (2000). A is for "Adjunct": Examining grade inflation in higher education. Journal of Education for Business, 75(1), 5-10.
Wiliams, W.M. & Ceci, S. J. (1997). “HoVm I doing?†Problems with student ratings of instructors courses. Change. 29, 13-23.
Wright, R. E., & Palmer, J. C. (2006). A comparative analysis of different models explaining the relationship between instructor ratings and expected student grades. Educational Research Quarterly, 30(2), 3-18.
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Published
2016-12-31
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Susada, J. S. (2016). Students’ Grade vs. Teachers’ Evaluation: An Empirical Validation. Recoletos Multidisciplinary Research Journal, 4(2). https://doi.org/10.32871/rmrj1604.02.08
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