Abstract
Grade inflation has been a "hot topic" in the higher education literature for some time now, due primarilyto conflicting interpretations of grade-change data. While definitions of grade inflation vary, most seemto indicate that inflation has occurred if a higher grade is awarded without a co-occurring increase instudent achievement, and is the outcome of decreased rigor in the assessment of student learning (seeBoretz 2004; Young and ERIC Clearinghouse on Higher Education 2003). Thus, the controversy is inregard to whether or not reported changes in GPA and grade distributions reflect instructor leniency.
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