A longitudinal study of grades in 144 undergraduate courses

Prather, James E.; Smith, Glynton; Kodras, Janet E.

doi:10.1007/bf00977496

Cited by 22 publications

(24 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Further, it is subject to a range of institutional policies and practices that govern the approaches to the inclusion of courses and the statistical methods of calculating GPA. In fact, the phenomenon of GPA inflation may not be the inflation of grades on individual courses but rather issues of disparity in grading practices among different disciplines and student course choice (Johnson, 2003;Mitchell, 1998;Prather, Smith, and Kodras, 1979). Even when no grade inflation exists for individual courses, GPA inflation is possible if students select courses that tend to award higher grades as a result of grading disparities in courses (Prather, Smith, and Kodras, 1979).…”

Section: Grade Increase Grade Inflation Grade Compressionmentioning

confidence: 99%

“…In fact, the phenomenon of GPA inflation may not be the inflation of grades on individual courses but rather issues of disparity in grading practices among different disciplines and student course choice (Johnson, 2003;Mitchell, 1998;Prather, Smith, and Kodras, 1979). Even when no grade inflation exists for individual courses, GPA inflation is possible if students select courses that tend to award higher grades as a result of grading disparities in courses (Prather, Smith, and Kodras, 1979). For this reason, Prather, Smith, and Kodras (1979) suggest that "GPA is a low reliable measure to use in determining how grades are changing" (p. 20).…”

Section: Grade Increase Grade Inflation Grade Compressionmentioning

confidence: 99%

See 1 more Smart Citation

2005

ASHE Higher Education Report

View full text Add to dashboard Cite

Grading Problems in Higher EducationAssessment of College Student LearningPurposeOverview and ScopeCorrelates of College GradesStudentsFacultyCoursesDisciplineInstitutionReframing the College Grading ProblemGuiding Conceptual FrameworkConsequences of College Grading ProblemsReexamining the Empirical EvidenceGrade IncreaseGrade InflationGrade CompressionGrading DisparityUncovering the RootsInfluences on Grade ChangeCauses of Grading DisparityCauses of Grade InflationIncentive MattersSearching for CuresEmerging PracticesStrategies and InnovationsA Shared ResponsibilityPolicy Instruments as a Guide for Policy DesignConclusions and ImplicationsImplications for ResearchImplications for PracticeDiagnostic Method for Grading ProblemsAppendix: Grading Proposals at Princeton UniversityReferencesName IndexSubject IndexAbout the Author

show abstract

Section: Grade Increase Grade Inflation Grade Compressionmentioning

confidence: 99%

Section: Grade Increase Grade Inflation Grade Compressionmentioning

confidence: 99%

2005

ASHE Higher Education Report

View full text Add to dashboard Cite

show abstract

“…Other inflationary factors are curricular options that permit students to elect less challenging courses and programs (Prather, Smith, & Kodras, 1979;Sabot & Wakmann-Linn, 1991) That is, the proverbial "underwater basket weaving" courses. Also, academic policies that permit students to enroll in a large number of courses and later drop the ones in which they are failing can inflate average grades.…”

Section: Academic Policies and Practices Thatmentioning

confidence: 99%

Inflated Grades, Enrollments & Budgets

Stone

1995

EPAA

View full text Add to dashboard Cite

Abstract:Reports of the past 13 years that call attention to deficient academic standards in American higher education are enumerated. Particular attention is given the Wingspread Group's recent An American Imperative: Higher Expectations for Higher Education. Low academic standards, grade inflation, and budgetary incentives for increased enrollment are analyzed and a call is made for research at the state level. Reported trends in achievement and GPAs are extrapolated to Tennessee and combined with local data to support the inference that 15% of the state's present day college graduates would not have earned a diploma by mid 1960s standards. A conspicuous lack of interest by public oversight bodies is noted despite a growing public awareness of low academic expectations and lenient grading and an implicit budgetary impact of over $100 million. Various academic policies and the dynamics of bureaucratic control are discussed in relationship to the maintenance of academic standards. The disincentives for challenging course requirements and responsible grading are examined, and the growing movement to address academic quality issues through better training and supervision of faculty are critiqued. Recommendations that would encourage renewed academic integrity and make learning outcomes visible to students, parents, employers, and the taxpaying public are offered and briefly discussed. Introduction and OverviewThe purpose of this report is to suggest that a significant but largely overlooked change in

show abstract

“…An extensive review of literature, in the field of grading and academic evaluation and performance, was examined, but did not yield any result to enhance or compare with this study [8][9][10][11][12][13][14][15][16][17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

The Correlation between Final Grade Score, Attendance and Homework in the Performance of CED Students

Aldosary¹

1995

European Journal of Engineering Education

View full text Add to dashboard Cite

The student performance of 152 College of Environmental Design students from 10 courses were analyzed for possible correlation between the final score, class attendance and the homework assignments. It is widely believed that student performance in a course is strongly related to attendance level. However, the results of this study showed a much stronger correlation between the final score and the homework performance in a given course than between the final score and the attendance level. This demonstrates that we ought to consider placing a much heavier weight on homework and assignment as a percentage of the final score, as well as load of assignments, than we currently do. We may also consider relaxing some of our stronger policies on attendance.

show abstract

A longitudinal study of grades in 144 undergraduate courses

Cited by 22 publications

References 13 publications

Table of Contents

Table of Contents

Inflated Grades, Enrollments & Budgets

The Correlation between Final Grade Score, Attendance and Homework in the Performance of CED Students

Contact Info

Product

Resources

About