A CLOSER LOOK AT HALO ERROR IN PERFORMANCE RATINGS.

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Abstract
This study focused on conceptualizing and measuring a particularly pervasive form of rating error—halo. Longitudinal data were analyzed to assess the relationship between rater-ratee familiarity and halo error, and the degree of congruency among four of the five common measurements of halo error. Participants included over 1,000 students who evaluated 14 faculty members. Results indicated that as raters' opportunities to observe ratee behavior increased, so did the magnitude of halo error, and that the four measures of halo error were consistent over time. Implications for training strategies that advocate increased observation by raters of ratees are discussed.

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