Abstract
This paper examines attribution, grade-leniency/stringency, motivation, and construct validity theories of student-rating behavior. Previous research has tended to treat these theories as mutually exclusive. However, our findings suggest that these theoretical perspectives should be integrated into a unified theory of student-rating behavior. The R-squares found in this study are larger than in any previous research, which we attribute largely to the rigor of using structural equation modeling (SEM) to analyze the data. The significant bias that was found in this study suggests the need to rethink the use of student ratings when evaluating faculty performance.
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