ERIC Number: ED023357
Record Type: RIE
Publication Date: N/A
Reference Count: 0
An Exploratory Study of the Relationships of Belief Systems, Goals, and the Evaluation of College Undergraduates.
Conway, James A.; Dettre, John R.
Because some researchers have suggested that dogmatism, or open or closed mindedness, on the part of faculty and students influences the marks students receive, this study aimed to determine the extent to which a congruence of teachers' and students' beliefs and goals is reflected in grades. To guide the investigation, a number of questions were put forth relating to whether teachers tend to prejudge students on the basis of compatibility with their personal values. Conducted at the State University of NY at Buffalo, questionnaires were administered to 792 students pursuing a preparatory program to teach on the elementary and secondary level and 26 of their teachers. Rokeach's Dogmatism Scale and an adaptation of the life goals from Getzels and Jackson were used. At mid-semester, faculty also completed another questionnaire asking them to rank their students as above average, average, or below average without reference to grade books or other sources. The findings were first that open and closed minded students taught by open and closed minded teachers did not receive a significantly different grade distribution. Second, students who shared the same goals as their teachers received about the same distribution of grades as those whose goals differed. Third, when beliefs AND goals correspond, grades tended to show a certain pattern. Grade discrimination only seems to appear when beliefs and goals are considered together. Class ranking did not seem to be influenced by mutual agreement on goals. Evidence indicated that class participation may be a deciding factor affecting faculty evaluation of students. (JS)
Publication Type: N/A
Education Level: N/A
Authoring Institution: New Mexico Univ., Albuquerque.; State Univ. of New York, Buffalo.