Validity of Faculty Judgments of Student Performance: Relationship between Grades and Credits Earned and External Criterion Measures

Smith, Dwight L.

doi:10.2307/1982018

Cited by 7 publications

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“…One of the chief flaws in using undergraduate grade point average is measurement error (Humphreys, 1968;Warren, 1971;Werts, Linn, & Joreskog, 1978). Smith (1992) argues that grade inflation is one possible factor for this incongruity, which thus limits the value of the variable as a predictor of graduate school success. Despite this limitation, Bowman, Chen, Tinkersley, and Hilliard (1993) found that 40% of MPA programs surveyed used undergraduate grade point average as the key factor in admission decisions.…”

Section: Admission Criteria and Student Successmentioning

confidence: 99%

Assessing Admission Criteria for Early and Mid-Career Students: Evidence from a U.S. MPA Program

Darolia

Potochnick

Menifield

2014

EPAA

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As applications for graduate and professional degree programs have reached unprecedented levels over the past decade, the applicant pool has become more diverse with more mid-career students deciding to return to school. Given the growth and diversification of the graduate applicant pool, many graduate programs are struggling to develop stronger admission package criteria that assure students admitted to their program have the pre-requisite skills needed to succeed. We examine which commonly used graduate admission criteria, particularly the Graduate Record Exam (GRE), correlate with the academic performance of both early and mid-career professional students. Using data from student files from a southeastern U.S. graduate public administration program, we find that the GRE score, undergraduate grade point average, and type of undergraduate institution are good predictors of graduate performance, but that the value of these admission criteria differs for early and mid- career students.

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Section: Admission Criteria and Student Successmentioning

confidence: 99%

Assessing Admission Criteria for Early and Mid-Career Students: Evidence from a U.S. MPA Program

Darolia

Potochnick

Menifield

2014

EPAA

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“…Grade inflation in higher education is significant in most institutions, [25][26][27] causing students to be anxiously motivated in maintaining high grade point averages. Having objective grading criteria that clearly delineate a cumulative point structure for their final grade affects student motivation, decreases instructional ambiguity and student anxiety, and provides additional instructor time for student interaction and mentoring.…”

Section: Outcomes and Lessons Learnedmentioning

confidence: 99%

Teaching Undergraduate Nurses Nursing Phenomena

Hemman

Fought

2010

Nurse Educator

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Identifying potential biasing variables in student evaluation of teaching in a newly accredited business program in the UAE

Badri

Abdulla

Kamali

et al. 2006

Intl Jnl of Educational Mgt

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PurposeThe purpose of this paper is to investigate the effect of many factors on student evaluation of teaching.Design/methodology/approachThe study analyzed 3,185 student evaluations of faculty from a newly accredited business program at the United Arab Emirates University using univariate and multi‐analysis of variance (ANOVA and MANOVA).FindingsThe findings support previous research regarding the existence of potential biasing factors. The results indicate that expected grade, actual grade, course level, class size, course timing, student gender and course subject significantly affect student evaluation of teaching.Originality/valueComparing individual faculty ratings regardless of other factors might not be fair. Our findings support the call of other researchers that ignoring these other factors may bias or make questionable the validity of student evaluation of teaching as a means of performance appraisal of faculty. Because of the possible existence of biasing factors in SET, there is a need to supplement it with other measures of teaching effectiveness

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Validity of Faculty Judgments of Student Performance: Relationship between Grades and Credits Earned and External Criterion Measures

Cited by 7 publications

References 0 publications

Assessing Admission Criteria for Early and Mid-Career Students: Evidence from a U.S. MPA Program

Assessing Admission Criteria for Early and Mid-Career Students: Evidence from a U.S. MPA Program

Teaching Undergraduate Nurses Nursing Phenomena

Identifying potential biasing variables in student evaluation of teaching in a newly accredited business program in the UAE

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