Teaching Evaluations and Student Grades: That’s Not Fair!

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
Juliana D. Lilly, Kamphol Wipawayangkool, Michael Pass
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引用次数: 1

Abstract

University teachers and students are evaluated regularly on their performance, and when evaluations are lower than expected, the feedback may be threatening to the individual, potentially causing deviant behaviors including un-collegiality and poor performance. In this paper, we use the self-threat model of procedural justice to examine faculty responses to teaching evaluations (Study 1) and student responses to course grades (Study 2). The model proposes that group identification influences self-serving bias and self-threat, which then influences procedural justice, and helps explain why teachers and students sometimes criticize decision procedures considered fair by socially accepted standards. Results show full support of the model for faculty responses to evaluations and partial support for student responses to grades. Group identification mitigated self-threat and self-serving bias for the faculty sample but had no influence on the student sample. These findings overall suggest that it is important to reduce the level of self-threat to make negative feedback less threatening to both teachers and students. This may be done either directly via fostering group identification or indirectly by making sure that sensitive performance-based information is not shared to the public.
教学评估和学生成绩:这不公平!
大学教师和学生的表现会被定期评估,当评估低于预期时,反馈可能会对个人造成威胁,潜在地导致不合群和表现不佳等异常行为。在本文中,我们使用程序正义的自我威胁模型来检验教师对教学评估的反应(研究1)和学生对课程成绩的反应(研究2)。该模型提出,群体认同影响自我服务偏见和自我威胁,然后影响程序正义,并有助于解释为什么教师和学生有时会批评被社会接受的标准认为公平的决策程序。结果显示,该模型完全支持教师对评估的反应,部分支持学生对成绩的反应。团体认同减轻了教师样本的自我威胁和自我服务偏见,但对学生样本没有影响。总的来说,这些发现表明,降低自我威胁的水平对于减少负面反馈对教师和学生的威胁是很重要的。这可以直接通过培养群体认同来实现,也可以通过确保不向公众分享基于绩效的敏感信息来间接实现。
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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