The Propensity of College Students to Modify Course Expectations and its Impact on Course Performance Information

Abstract

Students' expectancy beliefs and actual course performance rating belief behaviors were investigated empirically using a longitudinal research framework. The findings clearly indicate students significantly change their. expectancy beliefs toward the course evaluative criteria. These change patterns were found to have direct impact on course performance information. Important insights are presented toward overcoming tomorrow's educational challenges of maintaining and expanding quality academic courses and programs.

Personality and the Student Evaluation of Teaching

“…Feldman's contention is consistent with findings from a wide variety of sources. Students appear to form their opinions of a class and an instructor very early in a course, and some evidence indicates that subsequent class and learning experiences may do little to change that opinion (Hewett, Chastain, and Thurber 1988;Ortinau and Bush 1987;Sauber and Ludlow 1988). Further, studies that experimentally have manipulated classroom conditions have found interesting effects of the instructors' perceived personalities on the evaluations (Naftulin, Ware, and Donnelly 1973).…”

Exploring Achievement Striving as a Moderator of the Grading Leniency Effect

“…In reality, students likely talk to each other about the course during the quarter, comparing grades and perhaps changing their perceptions and expectations (cf. Ortinau and Bush 1987). Group influence may develop in a class, making a bad situation worse or a good situation better.…”

Student evaluation of teaching: Individual differences and bias effects

“…People's judgment of others is often guided by their first impression. This effect has been repeatedly demonstrated with SET ratings (Ambady & Rosenthal, 1993;Buchert, Laws, Apperson, & Bregman, 2008;Ortinau & Bush, 1987;Tom, Tong, & Hesse, 2010). These studies suggested that students form a lasting impression of the instructor within the first two weeks of class, or even in as little as 30 seconds, which was then reflected in the end-of-semester SET ratings.…”