The Impact of Relative Grade Expectations on Student Evaluation of Teaching

It is commonly accepted that student evaluation of teaching (SET) ratings are influenced by expected grades, and that faculty are able to 'buy' higher SET ratings by giving higher grades. Researchers have questioned whether there are limits to the ability to buy grades due to the possibility that students reward teachers for their relative grade as opposed to their absolute grade. In this paper we use SET data to investigate the relationship between SET ratings and relative grades. Similar to the prior literature, we find an indirect relationship between SET scores and historical grade performance averages (GPAs) but, we find the opposite result to be true when we examine the relationship between SET scores and expected grades earned by peers. Contrary to recent literature that suggests limits exist to an instructor's ability to purchase high SET scores when relative grades are considered, we find that the incentives to lower grading standards and buy higher SET ratings may actually be greater than has been thought in the past.

Motivation and Academic Performance: An Inter-country Comparison

The objective of this paper is to explore the impact of amotivation on academic performance and to test whether the impact of motivation on academic performance differs across students from China and the U.S. Using data from Chinese and U.S. students located in their home countries, we find amotivation negatively impacts academic performance of both groups of students. We also show that external motivation is positively associated with academic achievement. While these findings are consistent with results from previous studies, we extend the understanding on the relationship between motivation and academic performance by demonstrating that the magnitude of the detrimental impact of amotivation differs between students in the two countries and that the positive impact of higher levels of external motivation provides similar benefits for both groups of students

Spring 2007 I Thought I Got an A! Overconfidence Across the Economics Curriculum

Abstract: Students often exhibit overconfident grade expectations and tend to overestimate the actual course grade at the completion of a course. Current theories of student motivation suggest such overconfidence may lead students to study less than if they had accurate grade perceptions. The authors report the findings of a survey of students enrolled in economics and quantitative courses at a large public university. They analyze the difference between a student's expected and actual grade and how teacher pedagogies can influence student overconfidence. They find male students and those with lower GPAs exhibit greater overconfidence. Students in lower division classes have a greater tendency to be overconfident than do those in upper division classes. The findings also indicate that grading practices influence overconfidence

Spring 2007 I Thought I Got an A! Overconfidence Across the Economics Curriculum

Abstract: Students often exhibit overconfident grade expectations and tend to overestimate the actual course grade at the completion of a course. Current theories of student motivation suggest such overconfidence may lead students to study less than if they had accurate grade perceptions. The authors report the findings of a survey of students enrolled in economics and quantitative courses at a large public university. They analyze the difference between a student's expected and actual grade and how teacher pedagogies can influence student overconfidence. They find male students and those with lower GPAs exhibit greater overconfidence. Students in lower division classes have a greater tendency to be overconfident than do those in upper division classes. The findings also indicate that grading practices influence overconfidence

Spring 2007 I Thought I Got an A! Overconfidence Across the Economics Curriculum

Abstract: Students often exhibit overconfident grade expectations and tend to overestimate the actual course grade at the completion of a course. Current theories of student motivation suggest such overconfidence may lead students to study less than if they had accurate grade perceptions. The authors report the findings of a survey of students enrolled in economics and quantitative courses at a large public university. They analyze the difference between a student's expected and actual grade and how teacher pedagogies can influence student overconfidence. They find male students and those with lower GPAs exhibit greater overconfidence. Students in lower division classes have a greater tendency to be overconfident than do those in upper division classes. The findings also indicate that grading practices influence overconfidence

Spring 2007 I Thought I Got an A! Overconfidence Across the Economics Curriculum

Abstract: Students often exhibit overconfident grade expectations and tend to overestimate the actual course grade at the completion of a course. Current theories of student motivation suggest such overconfidence may lead students to study less than if they had accurate grade perceptions. The authors report the findings of a survey of students enrolled in economics and quantitative courses at a large public university. They analyze the difference between a student's expected and actual grade and how teacher pedagogies can influence student overconfidence. They find male students and those with lower GPAs exhibit greater overconfidence. Students in lower division classes have a greater tendency to be overconfident than do those in upper division classes. The findings also indicate that grading practices influence overconfidence

Towards Efficient and Scalable Data-Intensive Content Delivery: State-of-the-Art, Issues and Challenges

This chapter presents the authors’ work for the Case Study entitled “Delivering Social Media with Scalability” within the framework of High-Performance Modelling and Simulation for Big Data Applications (cHiPSet) COST Action 1406. We identify some core research areas and give an outline of the publications we came up within the framework of the aforementioned action. The ease of user content generation within social media platforms, e.g. check-in information, multimedia data, etc., along with the proliferation of Global Positioning System (GPS)-enabled, always-connected capture devices lead to data streams of unprecedented amount and a radical change in information sharing. Social data streams raise a variety of practical challenges: derivation of real-time meaningful insights from effectively gathered social information, a paradigm shift for content distribution with the leverage of contextual data associated with user preferences, geographical characteristics and devices in general, etc. In this article we present the methodology we followed, the results of our work and the outline of a comprehensive survey, that depicts the state-of-the-art situation and organizes challenges concerning social media streams and the infrastructure of the data centers supporting the efficient access to data streams in terms of content distribution, data diffusion, data replication, energy efficiency and network infrastructure. The challenges of enabling better provisioning of social media data have been identified and they were based on the context of users accessing these resources. The existing literature has been systematized and the main research points and industrial efforts in the area were identified and analyzed. In our works, in the framework of the Action, we came up with potential solutions addressing the problems of the area and described how these fit in the general ecosystem

Challenging the Enforcement of Environmental Regulation

If a firm can contest the enforcement of an environmental regulation, then neither increasing the probability nor severity of the fine will guarantee a reduction in the illegal dumping of waste. The only policy that unambiguously decreases illegal dumping is lowering the price at legal dump sites because increasing the probability or severity triggers investment into a legal war chest to challenge the fine, while a decrease in the costs of legal dumping does not. If the regulator can only imperfectly monitor a firm's behavior so the firm can be accused of another firm's behavior, then strategic commitment to challenge enforcement will lead to overinvestment in the legal war chest, an increased fraction of illegal dumping, and an overall increase in total costs relative to the nonstrategic case.</p

Bembix : Rundbrief für alle Freunde der akuleaten Hymenopteren

We compare the research productivity of faculties housed in departments offering doctoral degrees in agricultural economics (AgEcon) with faculties housed in departments offering doctoral degrees in economics (Econ) that specialize in environmental and resource economics. Rankings are based on faculty publications in EconLit between 1985 and 2010. We find that AgEcon departments publish more papers and rate higher overall on productivity measures than Econ departments but that average productivity is greater for Econ departments. AgEcon publications dominate the Journal of Economic Literature’s (JEL’s) agriculture (Q1) subdiscipline while Econ and AgEcon departments publish evenly in the other Q subdisciplines