The role of expectations in the determination of educational outcomes

Educational outcomes assessment is becoming an important focus of education, particularly under ABET 2000 criteria for engineering education. Grades may be used to indicate the level of student competence, but are not necessarily motivators to improve the competency level. This paper presents data substantiating the adage that students will rise to the level of expectations. An analysis of graded work from a pool of approximately 750 engineering graphics students indicates that students in laboratory sections taught by teaching assistants who established higher grading standards performed at a higher level on standardized exams. In sharp contrast, students in laboratory sections with relatively lower expectations for performance displayed significantly less mastery of the course material. The maintenance of high expectations across multi-section courses is a difficult task, particularly when graduate teaching assistants assume a significant role in the day-to-day assessment of student work. A method for periodic course oversight and management by the coordinating faculty member is presented