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AbstractMany university level instructors believe that the system of evaluation and subsequent grading is equitable. The students on the other hand do not always share this belief. This author believes that given the same input, an evaluation of a student by the teacher or by his peer group would not be significantly different. In order to test this hypothesis, an experiment was conducted in a graduate case course during a summer session at Marquette University's College of Business Administration. The purpose of this article is to describe the results supporting that hypothesis.
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Richard A. Kaimann (1974) studied this question.
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