Do Higher Grades Lead to Favorable Student Evaluations?
Paul Isely and
The Journal of Economic Education, 2005, vol. 36, issue 1, pages 29-42
The relationship between expected grades and student evaluations of teaching (SET) has been controversial. The authors take another look at the controversy by employing class-specific observations and controlling for time-invariant instructor and course differences with a fixed-effects model. The authors' empirical results indicate that if an instructor of a particular course has some classes in which students expect higher grades, a more favorable average SET is obtained in these classes. Moreover, they find that it is the gap between expected grade and cumulative grade point average of incoming students that is the relevant explanatory variable, not expected grade as employed in the previous literature.
References: Add references at CitEc
Citations View citations in EconPapers (23) Track citations by RSS feed
Downloads: (external link)
Access to full text is restricted to subscribers.
This item may be available elsewhere in EconPapers: Search for items with the same title.
Export reference: BibTeX
RIS (EndNote, ProCite, RefMan)
Persistent link: http://EconPapers.repec.org/RePEc:taf:jeduce:v:36:y:2005:i:1:p:29-42
Ordering information: This journal article can be ordered from
Access Statistics for this article
The Journal of Economic Education is currently edited by William Walstad
More articles in The Journal of Economic Education from Taylor & Francis Journals
Series data maintained by Michael McNulty ().