Teaching evaluation and students' perception of their grades: A game theory approach

This paper revisits the discussion of the relationship between students' grades and their teaching evaluation. The literature on this relationship is inconclusive. This paper studies a relationship between students' perception of their grades and their teaching evaluations. The analysis of this paper employs teaching evaluation surveys carried out before and after the examination. This helps segregate the effect of the grade perception on teaching evaluation from other factors. This study also tests if the difference between expected and received grades affects teaching evaluation. Using multinomial logistical regressions, we found no evidence that instructors and students trade grades for teaching evaluation.