Date of Award

4-29-2008

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PHD)

Degree Program

Global Leadership - with a specialization in Corporate and Organizational Management

Department

College of Business and Management

First Advisor

John Cipolla

Second Advisor

Ann Crawford

Third Advisor

Jill S. Levenson

Abstract

The relationship between student evaluations of teaching (SET), grade inflation, and faculty assessments, promotion and tenure (FAPT) decisions is an issue that has received much attention in the past 30-40 years. The literature speculates that the use of SET ratings in FAPT decisions has resulted in faculty giving students higher grades to secure higher SET. This trend, it is held, has contributed to grade inflation, which decreases the reliability of assessing teaching effectiveness using student grades since they are not reflective of actual learning. It also decreases the validity of SET as an evaluation method if inflated grades are yielding higher SET ratings. This study explored the faculty perception of these uses of SET and its impact on grade distribution. The purpose of this study was to determine faculty perceptions regarding the uses of SET in FAPT decisions. The results of this study provide empirical information for administrators in higher education to evaluate the use of SET as an assessment method.

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