THE EFFECT OF GRADE ON COLLEGE STUDENTSʹ EVALUATION OF THE TEACHER

The purpose of this study was to determine the effect of grading leniency on studentsʹ evaluations. For this purpose, 144 freshman students responded to CEQ to evaluate instructorʹs teaching behaviors. Then, students were randomly assigned to one of the two different experimentally constructed exams. The students in the first group received an easy exam and were graded leniently. On the other hand, the second group had hard questions and were graded strictly. Following experimental treatment, students reevaluated their instructors. Repeated measures ANOVA was used to determine whether studentsʹ evaluations changed based on how leniently they were graded or not. According to the findings, students gave lower evaluations points for good teaching, generic skills and evaluations subscales of CEQ after the treatment. Also, students in strictly graded groups reported lower levels of course satisfaction and thought their instructorsʹ evaluations methods were unfair.