Grade Inflation Research Articles

Student intersectional sociodemographic and school variation in GCSE final grades in England following Covid-19 examination cancellations

ABSTRACT In 2020, Covid-19 forced the cancellation of all student end-of-school examinations in England. Schools were asked to provide centre assessment grades (CAGs), offering their best estimates for what students would have achieved had they sat their examinations. Although initially replaced in favour of grades calculated via an algorithm, students were eventually awarded their CAGs following widespread public outcry over the calculated grades. Whether CAGs were unfairly awarded across different student groups and schools in 2020 compared to previous years is a key question. However, existing analyses of bias in CAGs are limited by a lack of attention to potential interactions between student characteristics and thus to hidden differential grade inflation across intersectional groups. We addressed this by examining student GCSE performance in 2018, 2019 and 2020 via a Multilevel Analysis of Individual Heterogeneity and Discriminatory Accuracy (MAIHDA) analysis of intersectional sociodemographic variation which we cross-classified with schools given their role in generating CAGs. Overall, a picture of stability emerged where, despite substantial overall grade inflation in 2020, the use of CAGs did not appear to have generated new or divergent intersectional relationships in comparison to previous years, suggesting CAGs showed a similar susceptibility to bias as normal examinations.

Redesigned Entrustable Professional Activity (EPA) Assessments Reduce Grade Inflation in the Experiential Setting

ObjectiveThis study aims to evaluate the impact of redesigning an entrustable professional activities (EPAs) assessment tool on the accuracy of student performance assessment within pharmacy education. MethodsThe study used retrospective programmatic data for students on clinical rotations over a 3-year period and compared entrustment levels assigned by preceptors with suggested entrustment levels. This tool was redesigned to separate formative EPA feedback from final grade determination. Data were analyzed using chi-squared tests to identify trends in students ABOVE, AT, or BELOW the suggested entrustment levels. Additionally, to account for intercohort variability, the relationship between students ABOVE the suggested level of entrustment and postgraduate metrics was examined. ResultsAfter the implementation of the revised tool, there was a significant decrease (−3%) in the percentage of students scoring ABOVE the suggested entrustment levels and an increase in the percentage of students scoring AT (+1%) or BELOW (+2%) the suggested entrustment levels. Changes were also observed in individual patient care settings, with a decrease in grade inflation and an increase in accurate assessments. North American Pharmacist Licensure Examination (NAPLEX) pass rates, residency match rates, and grade point average did not correlate with entrustment levels. ConclusionThe redesigned EPA assessment tool demonstrated a decrease in grade inflation resulting in more accurate assessments. The tool’s focus on holistic grading and narrative descriptors contributed to better alignment between preceptor assessment and school-suggested achievement levels. This study suggests that EPA assessments in pharmacy education could benefit from a stronger emphasis on formative feedback and the use of holistic assessment methods for final grade determinations. The findings underscore the potential advantages of considering a separation between EPA scoring and final grades, prompting the Academy to explore their assessment practices to better reflect student performance in clinical experiences.

Educators' Perspectives on Grade Inflation, Motivational Grading, And Emotional Responses

Aim. This study investigates the multifaceted nature of grading within the Albanian educational system, aiming to comprehend its complexities and impact on educators. It focuses on grade inflation, motivating grading practices, and educators' emotional responses, particularly during the COVID-19 pandemic. Methods. The research addresses educators' perceptions of grade inflation, strategies for motivating grades, and emotional experiences in assigning end-of-semester grades. Quantitative analyses are utilized to gather comprehensive insights. Data collection includes surveys and interviews with educators across various educational contexts. Results. The findings reveal significant difficulties for educators in assigning partially undeserved grades and providing motivating grades. Despite these difficulties, educators express pride in their grading practices. The study highlights the emotional landscape of grading, particularly the heightened stress during the pandemic. It also assesses educators' perceptions of grade inflation and its impact on the assessment system. Conclusions. Albanian educators face grading challenges, especially with undeserved grades and grade inflation, impacting their emotions. Support, localized strategies, and policy reforms are needed to enhance the educational experience and integrity. Practical application. The insights gained from this study can inform educators, policymakers, and stakeholders, fostering a conducive environment for learning, growth, and equity. The research emphasizes the importance of localized strategies to enhance the grading experience within the Albanian educational system. Cognitive value. This comprehensive approach contributes valuable knowledge to the discourse on educational grading practices in Albania. By exploring nuanced aspects of grading, the study sets the stage for meaningful discussions and interventions, addressing the unique challenges faced by Albanian educators.

Making the grade? A meta-analysis of academic performance as a predictor of work performance and turnover.

Many organizations assess job applicants' academic performance (AP) when making selection decisions. However, researchers and practitioners recently have suggested that AP is not as relevant to work behavior as it used to be due to factors such as grade inflation and increased differences between academic and work contexts. The present meta-analysis examines whether, and under what conditions, AP is a useful predictor of work behavior. Mean correlations (corrected for error in the criterion) between AP and outcomes were .21 for job performance (k = 114), .34 for training performance (k = 8), and -.02 for turnover (k = 20). There was considerable heterogeneity in validity estimates for job performance (80% credibility interval [.04, .37]). Moderator analyses revealed that AP is a better predictor of performance (a) for AP measures that are more relevant to students' future jobs, (b) for professor ratings of AP than for grades and class rank, (c) for samples that include applicants from the same university or from the same major, and (d) for official records of AP than for applicant self-reports. Job relevance was the strongest and most consistent moderator with operational validities in the .30s and .40s for measures that assessed AP in major-specific courses or courses in which students are evaluated on behaviors relevant to their future jobs (e.g., practicum classes). Overall, researchers and organizations should carefully consider whether and how AP is relevant to particular jobs and outcomes, as well as use designs and measures that optimize the predictive value of AP. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

An important problem we need to face in schools: Inflated grades and grade inflation

AbstractIn today's schools, students can be given high grades in examinations and class performance. High grades can lead to the problem of inflated grades. Inflated grades can lead to grade inflation. The subject of this study is to investigate the existence of high grades in primary school, secondary school and high school. The main purpose of the research is to reveal the existence, causes and consequences of high grades. The study group consists of teachers (n = 203) working in primary, secondary and high school educational institutions in Van. Case study design, one of the qualitative research methods, was used. According to the research results, the majority of teachers point out that inflated grades are given to cover up failures. According to the participants in this research, there is a problem of inflated grades at all levels of education. Likewise, inflated grades are common in both public and private schools.

Grade inflation in Pakistan higher education: teachers’ perspective

ABSTRACT The issue of grade inflation has been studied in many countries across the globe, yet it remains under-researched in Pakistan. This study aims to understand grade inflation in Pakistani universities by examining the contributing factors and its consequences. The data for this study was collected through in-depth interviews of 20 professors from four (two public and two private sector) universities in the federal capital of Islamabad, Pakistan. The data reveals that the major cause for grade inflation in the selected universities was the competition between public and private universities to recruit students without giving due consideration to merit. Additionally, the culture of hiring untrained candidates as visiting faculty who aspire to be hired in permanent positions was a key contributing factor that led to grade inflation. Other factors include the limitations of the semester system and individualised directed studies. This study recommends the need to monitor and revisit the examination and grading system in Pakistani universities to enhance imparting quality education and to compete at the international level.

Paying (and Paving) my way: Extra-class participation and rent extraction

Extra classes, or private tutoring offered by schoolteachers to their pupils, are a widespread phenomenon, particularly in developing countries. This educational arrangement might leave room for distorted incentives. Using data from Vietnam, I find that teachers grant higher school grades to pupils attending extra classes, but extra-class attendance does not yield higher scores on standardized achievement tests. I interpret these results as evidence of opportunistic behavior, whereby teachers exploit their arbitrariness in awarding grades, which count for secondary school admissions, to extract rents. The extent of grade inflation is higher in institutionally underdeveloped settings. Attending extra classes also generates a gap in pupils’ self-concept. These findings provide relevant policy implications to align this informal sector with the country's education system.

Grade inflation effects of capacity expansion in higher education: a longitudinal study in undergraduate teacher education programs from 2003 to 2022

This study examined the change in the rate of graduates with high honors (>3.50) in teacher training programs and the factors affecting grade inflation and graduation GPAs over a 20-year period. In the study, the weighted grade point average of 173,232 student-teachers who had graduated from 32 teacher training institutions between 2003 and 2022 was analyzed using the random effects estimator, ANOVA, t test, and ANCOVA. The findings suggest that their grade point averages increased from 2.83 to 3.34 within this period. The highest-grade averages were found in 2012, when the number of teacher training institutions was expanded; as well as in 2021–2022, during the COVID-19 pandemic. In addition, the gender of the students, their university admission scores, the teaching field, the establishment year of the program, and the ratio of students per faculty member were found to be important determinants of graduation GPAs. Based on our results, it can be argued that the rapid growth of teacher training programs in Türkiye has caused a decrease in quality, which has triggered an increase in grade averages. One of the most important findings supporting this idea is that programs with lower university admission scores have more students graduating with honors.

Course grades as a signal of student achievement: Evidence of grade inflation before and after COVID‐19

Course grades as a signal of student achievement: Evidence of grade inflation before and after COVID‐19

How Assessment Choice Affects Student Perception and Performance

Abstract. This action research project examined the effect of student assessment choice on grades and course evaluations, the two assessment options being a reading quiz or a two-minute video recording of themselves recalling what they could about the text (a “recall”). In the baseline condition (year 1), students were encouraged to complete recall videos about reading assignments for a type of extra credit in addition to required multiple-choice reading quizzes. In the experimental year (year 2), students were instead allowed to replace reading quizzes with recalls. The data included student submissions, grades, and course evaluations. Students completed more recall assignments when the recall replaced the quiz requirement than during the baseline year when recalls could not replace quizzes. In addition, the instances of students completing both the quiz and recall (for extra credit) increased in the experimental year. Average course grades did not change from the baseline year to the experimental year, but students with higher course grades were significantly more likely to have completed recalls. Student evaluations of the instructor were significantly higher for “responses to diverse learning styles” in the experimental year compared to the baseline condition. The study shows that letting students choose the assessment type they prefer can lead to increased student engagement and improve their perception of the instructor’s responsiveness to learning styles, without causing grade inflation.

Post-COVID Teaching Reflections and Take-a-Ways: The Keepers, Innovators, and Losers

During the COVID-19 pandemic, almost overnight, accounting educators moved their courses online. Many universities and faculty felt they were unprepared to make this move. In a session at the American Accounting Association Southeast Regional Meeting, accounting educators expressed their opinions about how they felt about the changes instituted during the COVID-19 pandemic. The faculty members rated their level of preparation and that of their university for the changes required. They also provided ratings about their feelings about the situation and the faculty and student experiences with the changes. Finally, faculty members also identified what changes they felt should be kept after the end of the pandemic, such as improved Wi-Fi, social distancing, using Zoom in classes, and virtual student meetings. Activities identified for elimination after the pandemic included only online classes, Zoom recordings, grade inflation, and online proctoring

Exploring the Ethical Dimensions of Testing and Assessment: An Investigation Into Grade Inflation Among EFL Teachers

Concerns over grade inflation have been raised since teachers tend to give students higher grades than they should. If the level of achievement does not correspond to an appropriate improvement in quality, it can raise concerns about the value of grades as a meaningful measure of academic achievement as well as the integrity and effectiveness of the education system. This research aims to find out how EFL teachers perceive grade inflation and what procedures and ethical considerations they follow in the grade inflation process. A descriptive qualitative study was employed using structured questionnaires and semi-structured interviews with two high school EFL teachers in Bandung. The result showed that although academic performance remains a central consideration, unconscious biases may influence grading when student behavior is factored into assessments. Moreover, teachers acknowledge the dilemma of doing grade inflation where they actually get pressure implicitly from the assessment system, which often takes the form of minimum competency standard (KKM/KKTP). However, they approach it positively, viewing it as an opportunity to enhance student abilities. Despite employing different procedures and assessment criteria in their grade inflation practices, both teachers incorporate ethics. This highlights the need for all teachers to understand and implement ethical grading practices.

The death of exams? Grade inflation and student satisfaction when coursework replaces exams

A mid-sized advanced undergraduate economics module has undergone an assessment reform, where a typical 60% final exam was replaced by four scaffolded coursework assignments, each carrying a 15% weight in the final grade. As a result, student satisfaction with assessment and feedback went up at the expense of higher staff workload. In addition, the reform raised the final grades over and above the increase typically associated with an improvement in learning and engagement, effectively triggering grade inflation. The paper identifies the coursework assignment that inflated the grades. It then proceeds with grade simulations, whose purpose is to formulate an assessment reform agenda aiming to maintain high student satisfaction, disinflate grades, and stabilise staff workload. Finally, the paper evaluates the scalability of assessment reforms where final exams are targeted for replacement by coursework assessments. The evaluation suggests caution with such reforms, if they are necessary in the first place. They may both be feasible and desirable in small classes, but compelling arguments caution against a premature wholesale rollout.

P12 Preliminary evidence of Gleason grade inflation in prostate cancer: A pre-treatment study

P12 Preliminary evidence of Gleason grade inflation in prostate cancer: A pre-treatment study

Instructor-Driven Causes and Impacts of Grade Inflation in Philippine Higher Education

Grade inflation in Philippine higher education is a growing concern, with instructors increasingly assigning higher grades to students. This paper investigates instructor-driven causes behind grade inflation and its impacts. Autoethnography was used as a method. The study locale was public state universities and colleges in Taguig City and Muntinlupa City, Philippines; data collection involved immersion, a personal diary, and informal discussions with faculty and students. Thematic analysis, guided by research inquiries, unveiled the factors driving this trend. Results suggest compassionate grading, influenced by a desire to support students facing challenges, fosters inflated success perceptions. Laziness, apathy, and sycophancy also contribute to lax grading, hindering genuine academic growth. Meanwhile, the impacts extend beyond academia, affecting graduates' skill acquisition and potentially dissatisfying employers. Recommendations advocate for enhanced accountability among instructors through rigorous evaluation systems and continuous professional development to safeguard academic standards. Combating grade inflation necessitates collaborative efforts to uphold education quality and integrity, benefiting students, institutions, and society.

R.I.M.E. and reason: multi-station OSCE enhancement to neutralize grade inflation

ABSTRACT To offset grade inflation, many clerkships combine faculty evaluations with objective assessments including the Medical Examiners Subject Examination (NBME-SE) or Objective Structured Clinical Examination (OSCE), however, standardized methods are not established. Following a curriculum transition removing faculty clinical evaluations from summative grading, final clerkship designations of fail (F), pass (P), and pass-with-distinction (PD) were determined by combined NBME-SE and OSCE performance, with overall PD for the clerkship requiring meeting this threshold in both. At the time, 90% of students achieved PD on the Internal Medicine (IM) OSCE resulting in overall clerkship grades primarily determined by the NBME-SE. The clerkship sought to enhance the OSCE to provide a more thorough objective clinical skills assessment, offset grade inflation, and reduce the NBME-SE primary determination of the final clerkship grade. The single-station 43-point OSCE was enhanced to a three-station 75-point OSCE using the Reporter-Interpreter-Manager-Educator (RIME) framework to align patient encounters with targeted assessments of progressive skills and competencies related to the clerkship rotation. Student performances were evaluated pre- and post-OSCE enhancement. Student surveys provided feedback about the clinical realism of the OSCE and the difficulty. Pre-intervention OSCE scores were more tightly clustered (SD = 5.65%) around a high average performance with scores being highly negatively skewed. Post-intervention OSCE scores were more dispersed (SD = 6.88%) around a lower average with scores being far less skewed resulting in an approximately normal distribution. This lowered the total number of students achieving PD on the OSCE and PD in the clerkship, thus reducing the relative weight of the NMBE-SE in the overall clerkship grade. Student response was positive, indicating the examination was fair and reflective of their clinical experiences. Through structured development, OSCE assessment can provide a realistic and objective measurement of clinical performance as part of the summative evaluation of students.

Analysis of variability and trends in medical school clerkship grades

BackgroundMedical school clerkship grades are used to evaluate orthopedic surgery residency applicants, however, high interinstitutional variability in grade distribution calls into question the utility of clerkship grades when evaluating applicants from different medical schools. This study aims to evaluate the variability in grade distribution among medical schools and look for trends in grade distribution over recent years. MethodsApplications submitted to Rush University's orthopedic surgery residency program from 2015, 2019, and 2022 were collected from the Electronic Residency Application Service. Applications from the top 100 schools according to the 2023–2024 U.S. News and World Report Research Rankings were reviewed. The percentage of “honors” grades awarded by medical schools for the surgery and internal medicine clerkships were extracted from applicants' Medical Student Performance Evaluation letters. ResultsThe median percentage of honors given in 2022 was 36.0 % (range 10.0–82.0) for the surgery clerkship and 33.0 % (range 6.7–80.0) for the internal medicine clerkship. Honors were given 6.6 % more in the surgery clerkship in 2022 compared to 2015. There was a negative correlation between a higher (worse) U.S. News and World Report research ranking and the percentage of honors awarded in 2022 for the surgery and internal medicine clerkships. ConclusionThere is substantial interinstitutional variability in the rate that medical schools award an “honors” grade with evidence of grade inflation in the surgery clerkship. Residency programs using clerkship grades to compare applicants should do so cautiously provided the variability demonstrated in this study.

Evidence of grade inflation in bachelor of business administration degrees in Turkey for the period from 2002 to 2022

The study analysed the change in the proportion of business management undergraduate programme graduates in Turkey who received honours (>2.99) over the past two decades. It also investigated the factors that contribute to grade inflation and the distribution of course grades. The research employed various statistical methods, including the random effects estimator, ANOVA, t-test, and ANCOVA, to examine the GPAs and 515,739 student grades from 12,579 courses taken by 46,416 graduates of business management undergraduate programmes at 40 universities between 2002 and 2022. According to our findings, the percentage of undergraduate business management students graduating with honours (>2.99) has increased from 11% in 2002 to 56% in 2022. The most significant increases occurred in 2021 and 2022, which coincided with the COVID-19 pandemic. Our research also revealed grade inflation, with a significant increase of 28% after controlling for variables that may affect graduation grades in Turkish undergraduate business management programmes. The factors that affect course grades include the student’s gender, grade level, language of instruction, instructor title, and course content. According to our findings, it can be concluded that the rapid expansion of undergraduate business management programmes in Turkey has resulted in a decline in qualifications. This, in turn, has led to a rise in grades.

Risk factor analysis and nomogram construction in patients with distant metastatic prostate cancer at different PSA levels: a study based on the SEER database.

Prostate cancer (PCa) is the most common malignant tumor in the male genitourinary system. Once PCa has metastasized, it is very difficult to cure. The purpose of this study was to investigate the prognostic risk factor analysis of patients with different prostate-specific antigen (PSA) levels in distant metastatic PCa. At the same time, we construct effective models for predicting the survival rate of prostate cancer patients. Data on prostate cancer patients with the presence of distant metastases were obtained from the Surveillance, Epidemiology, and End Results (SEER) database. PCa patients with distant metastases were categorized into two groups based on PSA levels, one with PSA <20 ng/mL and the other with PSA ≥20 ng/mL. Univariate and multivariate COX regression analyses were used to identify independent factors affecting the prognosis of the patients. A nomogram was constructed using the independent prognostic factors, and the results were evaluated using calibration curves, timeROC curves, and Kaplan-Meier curves. In the PSA <20 ng/mL group, there were a total of 1,832 patients. COX regression analysis showed that age, marital status, N stage, grade, Gleason score, and medical household income inflation were independent prognostic factors for overall survival (OS) in patients. In addition, we found that age, marital status, N stage, bone metastasis, grade, and Gleason score were independent prognostic factors for cancer-specific survival (CSS) in patients. In the PSA ≥20 ng/mL group, there were a total of 5,314 patients. It was found that age, ethnicity, marital status, bone metastasis, first malignant primary indicator, grade, Gleason score, and medical household income inflation were patients' independent prognostic factors for OS. For CSS, we found that age, ethnicity, marital status, T stage, radiotherapy, bone metastasis, Gleason score, and Median household income inflation were independent prognostic factors. Constructing a nomogram can accurately predict the prognosis of this group of patients. We found different independent prognostic factors for different PSA levels in patients with distant metastatic PCa. A new nomogram was constructed to predict OS and CSS in patients, which helps in clinical-assisted decision-making.

Steering the ‘client’-oriented schooling ship: a moral-ecological assessment framework to preserve professional integrity

ABSTRACT Grade inflation has been at the centre of heated debates in nations where schools are gradually shaped by a market-based praxis. Utilising teachers’ interviews in one US private/non-government faith-based school, this study examines how grade inflation shapes their sense of integrity and morality. The paper focuses on the faith-based schooling space for having the highest enrolment of all private/non-government school students, as well as an extensively distanced relationship with most US states – being subject to broad consumeristic demands. Following Santoro’s ’three dimensions of integrity’ model – supplemented with her ‘strategies for re-moralization’ – findings illustrate contestations of governance/assessment that violate teachers’ professional integrity, capturing a moral crossroads between their personal integrity and integrity of teaching. A moral- ecological assessment framework, reflecting principles of equity, authentic relationships and social justice in three domains of activism – classroom, school and community – helped the teachers navigate their fractured professional integrity and steer the ‘client’-oriented schooling ship.