Abstract
Nine college instructors were rated by their students on five performance dimensions. Randomized thirds of each class used either standard graphic, behaviorally anchored, or mixed standard scales to make their ratings. Analyses of the ratings indicated (a) somewhat less positive leniency when the mixed standard scales were used rather than the graphic or behaviorally anchored rating scales, (b) generally lower interdimension correlations for ratings made on mixed standard or behaviorally anchored scales than on standard graphic scales, and (c) no significant relationship between mean instructor ratings and instructor leniency in assigning grades. Implications for scale validity were also considered.
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