Manipulating Grades and Evaluations: Unpacking the Power Dynamics Between Students and Teachers in Higher Education

Author(s) : Riaz Ahmad1, Idrees Waris2 and Muhammad Ayyoub3*

Abstract:

The methodological challenges in evaluation of teaching and learning in higher education institutions (HEIs) worldwide emphasize the pressing need for reliable metrics that measure teaching quality and effectiveness. Despite concerns, HEIs still rely on Student Evaluation of Teaching (SET) scores on key faculty decisions (e.g. promotion). This study investigates the reciprocal dynamics between SET and TAL in HEIs in Pakistan. The research investigates whether SET and TAL scores can influence one another and whether these interactions contribute to grade inflation. Using a Manipulating Power Matrix that categorizes the dynamics of manipulative power between teachers and students, this study examines the correlation between SET scores and TAL results across various assessment components including sessional assessment (i.e. formative assessment) and midterm and final term examinations (i.e. summative assessments). Ordered logistic regression on 6,230 SET responses (across 297 courses) shows a strong positive link between SET scores and sessional assessment results with little to no correlation in midterm or final exams. The sessional component—most prone to manipulation—seemingly appears to drive both higher SET ratings and grade inflation. The findings of the study question the use of SET scores for evaluation of teaching quality and highlight the impact of institutional policies on outcomes in HEIs Pakistan. We recommend a more balanced approach that can integrate the SET scores with peer reviews and other teaching portfolios. This triangulated approach not only mitigates the risk of grade inflation but it also ensures a fairer and accurate evaluation process.

Keywords: Higher Education; Students’ Evaluation of Teaching (SET); Teachers’ Assessment of Learning (TAL); Grade Inflation; Summative Assessment; Formative Assessment.