Journal of Educational Psychology · 2000 · 287 citations · 46 references
EducationEducational PsychologyTeachingAssessment FairnessClassroom GradingCognitive LoadGrading PolicyPerformance-based AssessmentTeacher EvaluationAcademic WorkloadBias In Teacher EvaluationHolocaust BystandersReduced Teaching LoadStudent Evaluation Of TeachingTeacher Judgment BiasWorkload
The modest correlation between grades and student evaluations is explained by factors unrelated to bias. Both studies show that student evaluations are not substantially biased by low workload or grading leniency; the modest grade–SET correlation is driven by perceived learning and prior characteristics, is nonlinear, and remains stable over 12 years.
Two studies debunk popular myths that student evaluations of teaching (SETs) are substantially biased by low workload and grading leniency. A workload bias is untenable because the workload-SET relation is positive. The small grade-SET relation (.20 for overall ratings) has many well-supported explanations that do not involve bias. Some SET factors (e.g., Organization, Enthusiasm) are unrelated to grades, and the highest relation is with Learning (.30), implying valid teaching effects rather than bias. Structural equation models confirmed that perceived learning and prior characteristics (course level, prior subject interest) account for much of the grade-SET relation. The relation is also nonlinear, so that high grades (sometimes misused as a leniency measure) are unrelated to SETs. Contrary to dire predictions based on bias claims, Workload, expected grades, and their relations with SETs were stable over 12 years.
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Multiple regression: testing and interpreting interactions
Choice Reviews Online · 1992 · 37.2K citations