What Is Wrong With Grade Inflation (if Anything)?

Abstract

Grade inflation is a global phenomenon that has garnered widespread condemnation among educators, researchers, and the public. Yet, few have deliberated over the ethics of grading, let alone the ethics of grade inflation. The purpose of this paper is to map out and examine the ethics of grade inflation. By way of beginning, we clarify why grade inflation is a problem of practical ethics embedded in contemporary social practice. Then, we illuminate three different aspects of grade inflation—longitudinal, compressed, and comparative—and explore the ethical dilemmas that each one raises. We demonstrate how these three aspects may be seen as corresponding to three different victims of grade inflation—individuals, institutions, and society—and hence also to three potential agents of harm—teachers, schools, and educational systems. Next, we reflect upon various compelling reasons that these agents inflate grades, whether from an ethic of care, fiduciary responsibility, or simple self-preservation. Subsequently, we consider a variety of means of combatting grade inflation, and invite more educators and philosophers to delve into the complex practical ethics of grade inflation.

Grade inflation: undergraduate students’ perspective

“…Social mobility may also be affected as low-ability students’ benefit from grade inflation, but it devalues grades earned by others (Schwager, 2012). If grade inflation is more prevalent at elite schools, it exacerbates the inequality granted to the already-privileged (Finefter-Rosenbluh and Levinson, 2015). Conversely, it may reward those who would not have obtained a degree without grade inflation.…”

“…Students’ perceptions were negative about their prospects for graduate school and postgraduation employment (McSpirit et al , 2000). Another example is states setting lower pass scores on the US federal standards for No Child Left Behind tests to achieve proficiency (Finefter-Rosenbluh and Levinson, 2015).…”

“…Overall, grade inflation is higher at selective schools than less selective (Babcock and Marks, 2011; Cote and Allahar, 2007). Grade inflation must be examined comparatively across institutions (Finefter-Rosenbluh and Levinson, 2015). The latter may be justified in that selective schools attract highly intelligent, motivated students (Finefter-Rosenbluh and Levinson, 2015).…”

“…Grade inflation must be examined comparatively across institutions (Finefter-Rosenbluh and Levinson, 2015). The latter may be justified in that selective schools attract highly intelligent, motivated students (Finefter-Rosenbluh and Levinson, 2015).…”

The Voices of the New Majority of Professors: The Adjuncts Speak

“…One salient question for researchers was what makes grade inflation such a serious problem (Finefter-Rosenbluh & Levinson, 2015). This is a significant question in determining why many academics and researchers are alarmed over this phenomenon.…”