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Data from 1,939 student evaluations across 75 first-year university classes in 15 disciplines were analyzed. Mean expected grade correlated negatively with reported study time, and grade distributions underestimated relationships between evaluations and expected grades. The professor with the highest grades and least studying also showed high evaluations even for intellectually challenging coursework, consistent with bias from grading 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class.",{"name":123,"@type":110,"acceptedAnswer":124},"Why does the study argue prior research may underestimate effects?",{"text":125,"@type":113},"Because earlier correlational studies likely underestimated bias from grading leniency in student 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conducted to determine if students report that pro-fessors are excellent teachers when little studying is required to receivehigh grades.Altogether 1,939 student evaluations were obtained from 75first-year university classes representing 15 disciplines.Mean expectedgrade in a class correlated negatively with how long students reportedstudying for that class.Across all classes the relationship between stu-dent evaluations and different expected grades was underestimatedbecause most grades were concentrated around the mean of the distribu-tion.When grades varied markedly across sections of the same course,the professor assigning highest grades with least studying received high-est evaluation,including paradoxically teaching the most intellectuallychallenging course.Previous correlational studies have underestimatedthe biasing effect of grading leniency.  \n## Résumé\n\nCette étude a été menée afin de déterminer si les étudiants estimentque les professeurs sont excellents quand ceux-ci n'exigent deux que peude travail pour atteindre des notes élevées.Un ensemble de 1'949  \névaluations d'étudiants ont été obtenues dans 75 classes de premiere annéeuniversitaire dans lesquelles 15 disciplines étaient représentees.La notemoyenne attendue d'une classe est en corrélation négative avec la duree dutemps d'étude rapporté par les étudiants.Dans Iensemble des classes,Ieffet des notes attendues est sous-estimé car la plupart des résultats seconcentrent sur la moyenne de la distribution.Quand les notes varientsignificativement entre les sections d'un meme cours,le professeur quidonne les notes les plus élevées avec une durée d'étude moindre recoitlévaluation la meilleure,ceci incluant paradoxalement I'enseignement decours intellectuellement difficiles.Les études corrélationnelles antérieuresont ainsi sous-estimé les biais liés à lindulgence du professeur lors deIévaluation de sa prestation par les étudiants.             \nTeaching effectiveness refers to the degree to which a teacher facili-tates students to achieve educational goals (McKeachie,1986).In col-leges and universities the primary focus of education is on achievingcognitive objectives such as the enhancement of students'knowledge,comprehension,application,analytical reasoning,synthetic reasoning,and evaluation (Bloom,1956).  \nAccording to Aleamoni(1987,p.111),“...a careful scrutiny ofactual working systems of instructional evaluation reveals that studentratings of instructor and instruction is still the only [italics added]com-ponent that is regularly obtained and used.\"Furthermore,even whenother data are available,student evaluations are assumed to be a bettermeasure of teaching effectiveness because only students observe the pro-fessor throughout a course (Howard,Conway,&Maxwell,1985).  \nSeveral hypotheses predict that student evaluations are biased mea-sures of teaching effectiveness.For example,social psychologists havelong maintained that people interpret events to protect and enhance theirimages of themselves(cf.Allport,1937;Sherif&Cantril,1947).Anenormous amount of research has supported self-enhancement hypothe-ses.For instance,numerous investigators have found that when successand failure were manipulated,people attributed their own success moreto internal factors than a stranger's success,and their own failure moreto external factors than a stranger's failure (e.g.,Sicoly &Ross,1977;Snyder,Stephan,&Rosenfield,1976).Besides maintaining and enhanc-ing their self image,people seek consistency among related cognitions(Festinger,1957).Therefore,if students are motivated to maintain  \nconsistent positive self images,then students will have uniform selfassessments of their academic ability,and discrepancies in performanceacross courses would be attributed to situational factors that do notundermine students'self images.For example,attributing ","cbCaijh9Qi2mVTuK","https://ap.wps.com/l/cbCaijh9Qi2mVTuK","pdf",682296,"English","# Abstract\n## Study design and dataset\n## Key findings and correlations\n## Interpretation: biasing effects of grading leniency","[{\"question\":\"What is the central question of the study?\",\"answer\":\"Whether students report professors as excellent teachers when students can earn high grades with little studying.\"},{\"question\":\"How is the study dataset structured?\",\"answer\":\"It uses 1,939 student evaluations from 75 first-year university classes across 15 disciplines.\"},{\"question\":\"What relationship is found between expected grades and reported study time?\",\"answer\":\"Mean expected grade in a class correlates negatively with how long students report studying for that class.\"},{\"question\":\"Why does the study argue prior research may underestimate effects?\",\"answer\":\"Because earlier correlational studies likely underestimated bias from grading leniency in student evaluations.\"}]","Do Students Report that Easy ProfessorsAre Excellent Teachers? - Abstract and Study Findings | PDF",1792084561]