Grade inflation: why weren’t the instructors all giving all A’s already?

I taught freshman calculus at Stanford. I had little idea what I should expect of the students, and certainly I didn't have any absolute standard of what constituted an "A", "B", and so on.<p>So what did I do? I just got the grade distribution from the last time it was taught and curved my class the same way. But this wasn't perfect... there would be a clump of five students who all got around the same numerical grade around a cutoff, and I'd round up rather than down. Similarly there were a couple of students who showed unusual effort and/or improvement, and I rounded them up if they were borderline. The end result was a grade distribution that was just slightly more generous than the last time. And hence I perpetuated the cycle.<p>As a professor, if you want to give strict grades, you have to be able to justify your reasoning when students complain. I don't terribly like grading, I don't have any deep insight on how to do it, and my department doesn't have strong opinions (other than that I should get back to writing my grants). So what do I do? I follow my peers.

The question is: how grade adjustments can be gamed by students? If well done, it can turn into a competitive exam, so that students will fight each other rather that syndicate to game the system. But then, you'll have a very nasty class dynamics, which will favor sociopaths.<p>That's what happens, for instance, with medical students in France: studies are free (or rather everyone pay for them all their lives through taxes), but by the end of 1st year there's the _numerus clausus_: the number N of MD to be trained is determined, a national exam is set up and the N best grades get to enter 2nd year. As a result, describing the relationship between 1st year students as nasty would be an understatement.

A problem with a post-hoc adjustment imo is that it makes the connection between the professor/material and the grade received more confusing. Students typically want to know: what does the professor expect, and what do I have to do to get an A (or a B)? Halfway through the semester, a struggling student might want to know, am I on track to fail (or get a D perhaps), and is it plausible for me to bring it up or should I drop the course? The professor might have specific suggestions for improvement, and give rough feedback on what the student needs to do for the rest of the course to get at least a C (or maybe even a B).<p>But if the answer is that the professor themselves isn't quite sure, because it'll go through some statistical adjustment process after the course ends, that's a bit less helpful.<p>I'm admittedly thinking more about smaller courses and especially project- or seminar-based ones. Large lecture courses with homework+tests that are just numerically graded and averaged could more plausibly be done as he proposes.

From the article: "I assume that back in the 1940s, a prof couldn’t really just give all A’s to his or her classes: someone would probably notice and say something. But now we really can, and it’s been that way for awhile."<p><pre><code> US College enrollment, 1940: 1.5Mm [1] US College enrollment, 2009: 19.5Mm [2] Average yearly cost of 4 year Uni., 1940: $6000 (adj. for inflation) [3] Average yearly cost of 4 year Uni., 2009: $20-35k [4] </code></pre> So yeah, none of this has anything do do with admitting unprecedented numbers of students—many of whom are woefully unprepared for the experience—to universities already stretched so thin that you might not even <i>meet</i> a tenured professor until your second or third year.<p>None of this has anything to do with entire sections being managed, instructed, and graded by TAs who themselves are just figuring out what the hell they're doing. None of this has anything to do with a complete lack of focus on accountability by administrations far more concerned with collecting as much money as possible to bankroll research by a handful of their most notable staff, and occasionally give themselves nice bonuses.<p>It's probably because professors feel sad when they're forced to objectively evaluate things, and they would just give everyone A's if not for their inclination to protect the mental image of their own GPAs fifty years ago.<p>Again, from the article: "So, now that we’re giving out the grades, we don’t want to devalue this currency."<p>Newsflash pal, that currency is already way past devalued. We're not even trading in the same market any longer. And this sort of bizarre, self-absorbed postulation, with absolutely no acknowledgement of the poison coursing through the system which you—dear author—have devoted your (professional) life to, casts serious doubts in my mind that it will <i>ever</i> recoup its lost value.<p>[1]: <a href="http://www.census.gov/apsd/cqc/cqc13.pdf" rel="nofollow">http://www.census.gov/apsd/cqc/cqc13.pdf</a><p>[2]: <a href="http://www.census.gov/compendia/statab/2011/tables/11s0273.pdf" rel="nofollow">http://www.census.gov/compendia/statab/2011/tables/11s0273.p...</a><p>[3]: <a href="http://www.reducemycollegecosts.com/wp-content/uploads/2008/10/rising-costs-university-of-colorado-at-boulder3.pdf" rel="nofollow">http://www.reducemycollegecosts.com/wp-content/uploads/2008/...</a><p>[4]: <a href="http://www.usnews.com/opinion/articles/2010/08/24/the-average-cost-of-a-us-college-education" rel="nofollow">http://www.usnews.com/opinion/articles/2010/08/24/the-averag...</a>

"These trends may help explain why private school students are disproportionately represented in Ph.D. study in science and engineering and why they tend to dominate admission into the most prestigious professional schools."<p>This part here is malarkey. They're quoting it mainly to show why the topic is noteworthy, but the premise is faulty. Admissions boards are well aware of grade inflation and do not choose students based on ranking their raw GPAs.

Hate to say it but the guy who wrote that article seems very unprofessional to me. He says he gives As to all his students for everything they do regardless of quality because it makes them feel good about themselves and like him more. Then he suggests that other teachers who don't also do this are elitists who had it easy and don't want newcomers in their A club. Then he bemoans that it is impossible to assign different grades without standardized tests.<p>Wherever he is teaching must not be a very good school (edit: ah Berkeley; it's overrated), everything he says is bunk.<p>And yes, I have taught elementary, high school and college classes. I don't do grades for elementary, but for high school and college it is not difficult at all to assign objective grades for work done. Also, the students respect you less not more when you just give out all As. Most students respect fair, impartial and realistic grading. Those who don't probably shouldn't be in college anyway.<p>It's also OK to do as Reed College does and keep the grades in a private file in the event of subsequent grad school transcripts needed, and instead evaluate each student with written essays and never let them see any grades. No grades at all is better than all As. Giving all As does not make you a "nice guy" any more than giving out free crack samples so people "like you" makes you a nice guy. The people don't really like you because you give them free crack, and you're not really a nice person because you do this. Wow, why isn't this obvious to people. It's amazing I have to even say this.

Although I'm not a teacher, this topic is near and dear to my heart.<p>My current firm recruits CS, Engineering and Financial Mathematics grads from top schools. Even in this environment, we need to give everyone a math test as part of the hiring process. We can't trust the GPA. Top software firms make developers write code as part of the interview. Even CS (which seems tougher than most majors) suffers from grade inflation. The beauty of this system is that "grade grubbers" who nag the professors for better grades ultimately don't get rewarded. People who are in school to learn do.<p>A prior firm that I worked for (large consultancy) did a study on if GPA was predictive of good work performance. They found that there was a pass/fail barrier of a 3.0 for technical degrees, and 3.2 for non-technical degrees. Folks who couldn't find a way to hit the lower barrier on average didn't do as well. Folks who did better were more likely - but there was no benefit for getting much higher. A 3.8 student wasn't any more likely to perform better than a 3.1 student. (Slightly off-topic - the only other predictor of success was people who worked at least part-time while in school. It didn't matter what the job was, but people who had to work doing school on average performed better than those who didn't.)<p>So what can be done that doesn't crush the professors? My grad school forced every non-Phd class to hit an average GPA. Want to give more As? Then give more Cs. When every professor is forced to live by this, nobody suffers in the evaluations.

The incentive for giving a reasonable spread of grades is that your students have incentive to try harder. Thus you get better students.<p>The disincentive for giving all A's is that you disincentivize your students from bothering to put in much effort.<p>Ideally you want to grade hard enough so that even your brightest student has to put in a lot of work to get an A. That can be hard to do in the current climate of grade inflation, but when I grade I at least try to err in that direction.

Since grades are so subjective, I've always thought of them as being basically meaningless. So I'm happy seeing grade inflation because it's gradually making grades obsolete.

When I went to grad school in engineering and became a TA, I found out there was a guideline for the undergraduate class average from the department. It was actually presented as the historical class average for informational purposes, with standard deviation, but the implication was that a professor's class average should be close the the historical average.

I think a major problem with grading is that it causes teachers to conflate two separate but important measures, effort and performance.<p>Those uses grades as a guide to acceptance (colleges, jobs, etc) really want to know both of those pieces of data. So they use standardized tests to get hints at performance and interviews, recommendations, etc to get hints at effort.<p>Maybe what we really need is a new grading system with two scores for each class, one for performance and another for effort.

Maybe some of the grade improvement is real. The Flynn Effect has recorded an increase of 3 IQ points per decade.