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College Students' Evaluations of Teaching and Grade Inflation · Study

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ArticleCollege Students' Evaluations of Teaching and Grade Inflation

Charles F. Eiszler2002

Article2002

College Students' Evaluations of Teaching and Grade Inflation

Charles F. Eiszler

180 citations·0/0 files stored·Research in Higher Education

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Evaluation of Teaching Practices Higher Education Research Studies Student Assessment and Feedback

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References

1984Students' evaluations of university teaching: Dimensionality, reliability, validity, potential baises, and utility.1981Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies 1998Student Evaluation of College Teaching Effectiveness: a brief review 1982SEEQ: A RELIABLE, VALID, AND USEFUL INSTRUMENT FOR COLLECTING STUDENTS' EVALUATIONS OF UNIVERSITY TEACHING 1997Grading leniency is a removable contaminant of student ratings.1997Navigating student ratings of instruction.1995Reflective Faculty Evaluation: Enhancing Teaching and Determining Faculty Effectiveness 1997Validity concerns and usefulness of student ratings of instruction.

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2020On students’ (mis)judgments of learning and teaching effectiveness.2017Interpreting and using student ratings data: Guidance for faculty serving as administrators and on evaluation committees 2007Management by results: Student evaluation of faculty teaching and the mis-measurement of performance 2004Student Evaluation Of College Teaching: A Practice In Search Of Principles

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Year2002

Typearticle

Published2002-08-01

VenueResearch in Higher Education

ISSN-L0361-0365

Languageen

Citations180

Files0 public / 0

ShelfEvaluation of Teaching Practices

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doi10.1023/a:1015579817194

openalex_workW1486592139

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2011

A course is a course is a course: Factor invariance in student evaluation of online, blended and face-to-face learning environments

2005Is Grade Inflation Related to Faculty Status?

2007Instructors’ perspectives on the utility of student ratings of instruction

2016Mapping the quality assurance of teaching and learning in higher education: the emergence of a specialty?