Evaluation System Benefits Easy Riders

Times Higher Education, March 27, 2014 | Go to article overview

Evaluation System Benefits Easy Riders


Light workloads and good grades for students get lecturers high teaching scores. Jack Grove writes

Academics and students are tacitly trading light workloads and lenient marking for higher teaching evaluation scores, a study claims.

This unspoken "disengagement compact" helps to explain why student evaluation of teaching (SET) scores at US universities have generally increased while teaching hours have fallen since the 1960s, according to academics at Central Michigan University.

Writing in this month's edition of Assessment & Evaluation in Higher Education, James Felton and John B. Mitchell, both professors of finance, Peter T. Koper, emeritus professor of English, and Kenneth J. Sanney, assistant professor of business law and regulation, claim that the use of student satisfaction surveys is also the primary cause of grade inflation over the past four decades.

At the heart of the problem is that lecturers' careers are often dependent on achieving high teaching evaluation assessments from students looking for "easy courses with inflated grades", it is argued.

"Faculty who lighten workloads and inflate grades buy high SET ratings and popularity for their courses, hence professional security to the extent that such measures affect personnel decisions," the academics argue.

Lecturers also benefit from setting lighter workloads for students because they are not required to spend endless hours reading and carefully annotating essays, thereby creating time for research which "gets them institutional recognition and promotion", it adds.

"The disengagement pact is a tacit agreement by professors to go easy on workload and grading if students will go easy on SETs and demands on the instructor's time," the scholars say. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited article

Evaluation System Benefits Easy Riders
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this article
  • Highlights & Notes
  • Citations
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.