What is Ethical About Grade Inflation and Coursework Deflation?

Abstract

Recent research questions the validity of student evaluation of teaching (SET) data to measure teaching and learning. Yet, there is extensive use of this instrument around the world, which arguably contributes to a decline in the rigor of college classes. This performance measurement has lead to both unethical grade inflation and coursework deflation as faculty try to entertain students rather than educating them. These unethical teaching techniques used by many faculties are on the same plane as the unethical practices of executives "cooking their books." Ethical and unethical SET management techniques of professors are discussed herein, along with incentive and structural pander pollution of administrators and universities.Keywords Student evaluation of teachers . Pander pollution . Grade inflation . Dysfunctional behavior . Impression management . Earnings management As more and more research questions the validity of summative student evaluation of teaching (SET), higher education is experiencing the simultaneous widespread use of this control device (Flinn ). A persuasive argument can be made that this increased use of SETs for administrative control has caused grade inflation, coursework deflation, and a reduction in student learning as a result of unethical behavior of professors and administrators.

Exploring Non-Instructional Factors in Student Evaluations

“…In addition, students sometimes use these evaluations to threaten their instructors by giving those low scores and complaining about their instructors' teaching effectiveness to intimidate and force them to accept late assignments, sloppy work, and all forms of excuses (Shapiro, 2002, cited in Crumbley et al, 2010. Therefore, Crumbley et al (2010) recommend that instructors should be punished for the unethical teaching techniques they use to "cook" their student evaluation scores by inflating grades. Appropriate actions must be taken by administrators against all faculty members who inflate their students' grades or decrease the course materials in order to escape low scores in their student evaluations (Crumbley et al, 2010 shown that student evaluations of their teachers is considered to be the main factor correlated with grade inflation, but the correlation between high grades and high student evaluations remains controversial (Abbott, 2008, p. 33).…”

“…Therefore, Crumbley et al (2010) recommend that instructors should be punished for the unethical teaching techniques they use to "cook" their student evaluation scores by inflating grades. Appropriate actions must be taken by administrators against all faculty members who inflate their students' grades or decrease the course materials in order to escape low scores in their student evaluations (Crumbley et al, 2010). Student evaluations of teaching forms are usually used for www.ccsenet.org/hes…”

“…Therefore, Crumbley et al (2010) recommend that instructors should be punished for the unethical teaching techniques they use to "cook" their student evaluation scores by inflating grades. Appropriate actions must be taken by administrators against all faculty members who inflate their students' grades or decrease the course materials in order to escape low scores in their student evaluations (Crumbley et al, 2010 shown that student evaluations of their teachers is considered to be the main factor correlated with grade inflation, but the correlation between high grades and high student evaluations remains controversial (Abbott, 2008, p. 33). Many scholars have expressed their concerns and fears about a use of student evaluations to measure instructor's teaching performance which may reward faculty members who routinely give the highest grades to their students (Carney, Isakson, & Ellsworth, 1978; Hocking, 1976; and Winsor, 1977, cited in Ellis et al., 2003, p. 35).…”

A Case of Academic Misconduct: Does Self‐Interest Rule?*

“…Because Raveche’s teaching skills were lacking and he could not use other techniques that could inflate student evaluations, such as deflating the course content or examinations (Crumbley and Smith, 2009), he made the rather unorthodox decision to reveal the exams. Because the administrators wanted satisfied students and the students wanted high grades with little effort, he was able to satisfy their goals along with his own by using the examination‐oriented teaching strategy (Bhattacharyya, 2004; Crumbley, Flinn, and Reichelt, 2010).…”

“…There has been considerable examination of students and the curriculum. Many critics claim the focus should also be on the ethics and integrity of academe itself (Crumbley, Flinn, and Reichelt, 2010; De Russy, 2003). Yet, research into the role of faculty members and university culture regarding academic conduct is somewhat limited.…”