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Abstract

This article analyzes the behavior of students in a college classroom with regard to their evaluation of teacher performance. As some students are randomly able to see their grades prior to the evaluation, the “natural” experiment provides a unique opportunity for testing the hypothesis as to whether there exists a possibility of a hedonic (implicit) exchange between the students’ grades and teaching evaluations. Students with good grades tend to highly rate the teaching quality of their instructors, in comparison with those who receive relatively poor grades. This study finds that students with better grades than their expected grades provide a psychological “gift” to their teachers by giving a higher teacher evaluation, whereas it is the opposite with those students receiving lower grades than their expectation. These empirical results demonstrate that a previous interpretation on the effect of student grades in an incumbent course with regard to the teaching quality may have to be somewhat discounted.

7. Conclusion

This study examined the students’ attitude toward gradebased teaching evaluation using SET data for the spring semester in the 2012 academic year. It compared and analyzed the behavior of students who evaluated a course under an exogenous experiment, including students who knew their grades versus those who did not. With the unique data set created by a natural experiment, this study tried to empirically test whether there can be a significant bias in student evaluations of teaching by examining the effects of the difference between the students’ expected grade and the actual course grade, as reflected by the student evaluations of teaching. More specifically, SET was estimated, depending on before and after checking their grades, not in an artificial experiment, but in a natural environmental situation in order to explain the relationship between SET and the students’ inner characteristics. This paper introduced the concept of surplus grades, which implies a gap between the course grade and the reservation grade that is determined by the expected grade. As a result, this study examined the reward mechanism of a surplus grade in SET. It demonstrated that as the surplus grade became greater, it had a statistically significant positive effect on SET. This result suggests that the trade-off between excess gain and teacher evaluation scores takes place in the form of students’ rewarding faculty with high teaching evaluation scores for the gain of the surplus grade, and in the opposite situation, giving a penalty. The fact, that the discrepancy between the grade received from the course and the expected grade affects SET, demonstrates that a subjective factor operates in SET. Furthermore this paper argues that the estimated size of the positive influence of the students’ grades on the teaching quality in the previous studies may be biased.