Grading standards and course challenge: an analytical-empirical approach

This article analyses current concerns over grading standards and academic inflation. Attempting to clarify a complex phenomenon, the researchers took advantage of a rare opportunity afforded by one university's policy reducing the number of high grades awarded by its Education department. The issue providing the focus of study was whether intellectual challenge and course difficulty are frequently associated with the strictness of grading standards. It was predicted that mean grades would fall, while the level of intellectual challenge associated with courses would rise. Grade distribution data and student survey evaluations of instruction related to course difficulty and course challenge provided the essential data. The data from courses offered inside and outside the department, and before and after the policy change were analysed. As predicted, mean grades fell significantly, while ratings of course challenge and difficulty rose significantly, relative to other courses. Nonetheless, the weight of evidence suggested that administrative imposition of grading standards had unintended effects arising from unresolved conflict involving incompatible professional orientations regarding the proper use of grades in a university. Persisting issues regarding the institution of grading standards are discussed.