The Problem of Grade Inflation: Measurement and Analysis

Abstract

The article includes qualitative and quantitative analysis of the undergraduate student assessment system features in one of the universities in Russia in order to define presence of grade inflation. Grade inflation is understood as assignment of higher grades irrespective of improvement in student academic performance. Three types of grade inflation are considered: static, dynamic and differential. The authors offer interpretation of these types and suggest their methods for measurement. The authors use specially collected grade data base of grades for compulsory and elective courses received by several cohorts of students admitted to a public research University. Statistical and econometric methods are used for quantitative analysis. The authors propose course ranking based on the degree of grade distribution shift that can be interpreted as a relative measure of grade inflation that is similar to Pearson asymmetry coefficient. Distribution of grades for elective courses show signes of static grade inflation. Dynamic and differential grade inflation were not detected in the sample analyzed. The paper explores grade inflation control policy options that were part of the consultations with various groups of academic staff. These include: normative regulation of grade distribution; equalizing of grade distribution for different types of courses; stricter regulation of student course selection by types of courses. The paper could be useful for academic managers and higher education administrators and experts that study systemic issues in university education and assessment systems performance in particular.