Effects of Grading Leniency and Low Workload on Students' Evaluations of Teaching: Popular Myth, Bias, Validity, or Innocent Bystanders?

By Herbert W. Marsh, L. Roche. 2000

357 citations recorded by the source corpus.

Subfields: Accounting, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4b496466e7efd03bb23bf0a89ee2833c385bade1

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Citations in the corpus

Exploratory Structural Equation Modeling (2009, positive): “…based on results from a single university, the extensive set of published results based on data from this university (Marsh, 1982a, 1984, 1987; Marsh & Roche, 2000) are broadly consistent with findings from other SET research (Marsh, 1987, 2007b, 2007c; Marsh & Dunkin, 1992, 1997; Marsh &…”
On the Validity of Student Evaluation of Teaching (2013, background): “Such studies have also rejected the hypothesis concerning the existence of a negative (and thus biasing) relationship between course workload and SET (Marsh, 2001; Marsh & Roche, 2000).”
Exploratory Structural Equation Modeling, Integrating CFA and EFA: Application to Students' Evaluations of University Teaching (2009, positive): “…based on results from a single university, the extensive set of published results based on data from this university (Marsh, 1982a, 1984, 1987; Marsh & Roche, 2000) are broadly consistent with findings from other SET research (Marsh, 1987, 2007b, 2007c; Marsh & Dunkin, 1992, 1997; Marsh &…”
Effective Teaching Behaviors in the College Classroom: A Critical Incident Technique from Students' Perspective. (2009, background): “…prior motivation or desire to take the course (Marsh, 1984), anticipated grades (Howard & Maxwell, 1982), workload (Greenwald & Gillmore, 1997; Marsh and Roche, 2000), course level (positive relationship - Braskamp et al., 1985), class size (negative relationship - Cashin & Slawson, 1977;…”
Grading leniency, grade discrepancy, and student ratings of instruction (2004, methodology): “Typically this relationship has been interpreted using one of three theoretical explanations (for reviews see Greenwald & Gillmore, 1997a; Marsh & Roche, 2000; Wachtel, 1998).”
Teacher professionalism and student evaluation of teaching: will better teachers receive higher ratings and will better students give higher ratings? (2006, background): “…leniency hypothesis (e.g. Greenwald & Gillmore, 1997a) were partly or fully refuted due to their methodological, statistical and/or theoretical weaknesses (Marsh, 1987; Marsh & Roche, 2000; Centra, 2003), there still exists evidence for this hypothesis (e.g. Brodie, 1998; Krautmann & Sander, 1999).”
Distinguishing Between Good (Useful) and Bad Workloads on Students’ Evaluations of Teaching (2001, methodology): “Marsh and Roche (2000) countered, however, that it may have been their model that was inappropriate rather than the exclusion of the good hours item.”
Student evaluations of teaching: effects of the Big Five personality traits, grades and the validity hypothesis (2011, background): “Although the second and third hypotheses have not been studied extensively, limited evidence has been found to support each (Marsh and Roche 2000 ).”
Does ratemyprofessor.com really rate my professor? (2008, background): “There is a substantial literature on the extent to which traditional faculty evaluations are a valid measure of student learning (Cashin 1995 ; Marsh and Roche 1997 , 2000 ; McKeachie 1997 ; Harrison et al.”
Student Evaluations of Teaching: Are They Related to What Students Learn? (2009, background): “One frequently cited article published by Marsh and Roche (2000) in the Journal of Educational Psychology contains 59 references, all from education, statistics, or psychology.”
Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers’ Multidimensional Profiles of Effectiveness (2015, result): “…ensuring that the results could be expected to show some substantive generalizability, the extensive set of published results based on this university (e.g., Marsh, 1982, 1987; Marsh & Roche, 2000) are broadly consistent with findings from other SET research (for reviews, see Marsh, 1987, 2007b).”
Will Teachers Receive Higher Student Evaluations by Giving Higher Grades and Less Course Work? (2003, background): “A similar conclusion was reached by Marsh and Roche (2000) even though their definition of workload differed from this study's definition of difficulty/workload.”