Grade inflation runs rampant at most colleges and universities, but faculty and administrators are seemingly unwilling to face the problem. This book explains why, exposing many of the misconceptions surrounding college grading. Based on historical research and the results of a yearlong, on-line course evaluation experiment conducted at Duke University during the 1998-1999 academic year, the effects of student grading on various educational processes, and their subsequent impact on student and faculty behavior, is examined. Principal conclusions of this investigation are that instructors' grading practices have a significant influence on end-of-course teaching evaluations, and that student expectations of grading practices play an important role in the courses that students decide to take. The latter effect has a serious impact on course enrollments in the natural sciences and mathematics, while the combination of both mean that faculty have an incentive to award high grades, and students have an incentive to choose courses with faculty who do. Grade inflation is the natural consequence of this incentive system. Material contained in this book is essential reading for anyone involved in efforts to reform our postsecondary educational system, or for those who simply wish to survive and prosper in it. Valen Johnson is a Professor of Biostatistics at the University of Michigan. Prior to accepting an appointment in Ann Arbor, he was a Professor of Statistics and Decision Sciences at Duke University, where data for this book was collected. He is a Fellow of the American Statistical Association.
Michael Williams's insight:
Discussion on grade inflation this book will explain why and will explain the many misconceptions on college grading systems. Explains an experiment that took place at duke university between the years of 1998-1999.
A longtime government professor at Harvard lashed out Tuesday at what he deemed a system of rampant grade inflation after learning that students are receiving mainly A’s at the college. “It’s really indefensible,” Harvey Mansfield, a professor for more than three decades, said in a telephone interview. He said he was informed of the grading situation earlier in the day at a faculty meeting. “I thought the most prevalent grade was an A-minus, which is bad enough,” Mansfield said. “When I asked the question [about the most frequently given grade], it was worse.” Harvard’s dean of undergraduate education informed Mansfield at the meeting that the most frequent grade is an A, citing data from fall 2012 and several prior semesters, the Harvard Crimson reported.
Michael Williams's insight:
An interview of Harvey C. Mansfield on discussion of a faculty meeting on grade inflation and how its become a problem at Harvard and How the most Frequently given grade is an A .
this website is an extension on the creators article on grade inflation for the Washington Post, "Where All Grades Are Above Average". this also includes alot of graphs to help inform people on grade inflation.
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