A grade-oriented student body is an invitation for the administration and faculty to ask hard questions: What unexamined assumptions keep traditional grading in place? What forms of assessment might be less destructive? How can professors minimize the salience of grades in their classrooms, so long as grades must still be given? And: If the artificial inducement of grades disappeared, what sort of teaching strategies might elicit authentic interest in a course?
To engage in this sort of inquiry, to observe real classrooms, and to review the relevant research is to arrive at one overriding conclusion: The real threat to excellence isn't grade inflation at all; it's grades.
Thursday, January 17, 2008
Here's a fantastic article about grade inflation . An excerpt: