Searching for Cures

Abstract

This article presents information on effective strategies to correct inappropriate grading practices. Grading disparity accounts primarily for the increase in student Grade Point Averages (GPA) and institution-level average grades, as students have been choosing courses with higher average grades. Grade inflation is also a problem; however, the magnitude of grade inflation is not as substantial as grading disparity. These two types of problems need to be addressed for the good of higher education and society. The problem is not only that most institutions have accepted grading practices that persistently blur the distinction between good and outstanding performance, while they award passing grades for showing up and turning in work, even when that work is poor. It is also that students and faculty members, administrators and trustees, accrediting bodies, and higher-education associations have been united for more than 25 years in their willingness to ignore, excuse, or compromise with grade inflation rather than fight it. Although conversations about grading problems are abundant, actions aimed at addressing those problems are scarce. Faculty are major participants in higher education governance, and academic policies often originate from the faculty. Their awareness of grading problems, willingness to address the problems, and competency in grading students fairly and rigorously all contribute to the restoration of good practices in college grading.