Real GPA and Real SET: Two Antidotes to Greed, Sloth, and Cowardice in the College Classroom

Recently published evidence of limited learning among American college students confirms the damage done when students, faculty, and institutions pursue interests that conflict with the educational process. The ‘disengagement compact’ in which faculty tacitly trade lenient workloads and grading for higher student evaluation of teaching (SET) scores and fewer complaints from students does damage wherever it operates. The work of Valen Johnson confirms the link between SET and grade inflation. We propose a modification of our earlier grade index, the Real Grade Point Average (GPA), and propose as well an index for SET scores, the Real SET, to make inflated grades and inflated SET scores more visible. Used by institutions, parts of institutions, or individual faculty, Real GPA and Real SET would encourage and protect faculty and students who offer or seek out educational experiences that have not been deflected by greed, sloth, or cowardice.

Keywords: student evaluation of teaching, grade inflation, disengagement compact, Real GPA, Real SET

JEL Classification: I21, J45, M51

Suggested Citation: Suggested Citation

Koper, Peter T. and Felton, James and Sanney, Kenneth J. and Mitchell, John B., Real GPA and Real SET: Two Antidotes to Greed, Sloth, and Cowardice in the College Classroom (March 6, 2014). Assessment & Evaluation in Higher Education, 2015, Vol. 40, No. 2 (April), pp. 248-264., Available at SSRN: https://ssrn.com/abstract=2405629