Grading leniency, grade discrepancy, and student ratings of instruction

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On the Validity of Student Evaluation of Teaching (2013, background): “On the other hand, an overall score derived from the (weighted) scores on dimensions of which it is known that they belong can be used to create a general factor representing Author Instrument N° of Dimensions Dimensions Mortelmans & Spooren (2009) Spooren (2010) SET37 12 Clarity of objectives Value”
Student Evaluations of Teaching Encourages Poor Teaching and Contributes to Grade Inflation: A Theoretical and Empirical Analysis (2020, background): “If students evaluate a course more positively the more leniently they are graded (e.g., Griffin, 2004; Olivares, 2001), but at the same time work less in such courses, one could expect that students learn less in their more positively evaluated courses.”
Students’ Idiosyncratic Perceptions of Teaching Quality in Mathematics: A Result of Rater Tendency Alone or an Expression of Dyadic Effects Between Students and Teachers? (2018, background): “One of the reasons is certainly the fact that students’ idiosyncratic perceptions are often equated with individual students’ rating tendencies (e.g., Congdon & McQueen, 2000; Griffin, 2004; Hoyt, 2000; Scullen, Mount, & Goff, 2000).”
Student evaluations of teaching: combining the meta-analyses and demonstrating further evidence for effective use (2012, background): “Recent research supports this hypothesis as well (Griffin 2004).”