Grade inflation is receiving a higher grade for an undisclosed reason, for something based on the quantity of work compared to the quality of the work. Grade inflation is an exceptional grade that looks good on paper, but slowly over time takes away and hurts the student in the long run. An example of grade inflation is when teachers grade students based on their effort and/or enthusiasm to learn than the mastery of the content. The U.S. Education system has been trending more in favor of grade inflation as society changes. At Beaufort County Community College grade inflation is not challenging the student and leaving them unprepared, unmotivated and content with the quality of their education. Therefore the Board should implement a board of
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A future that will leave you susceptible to failure and unable to overcome challenges. Michael Zuckerman writer for Harvard Magazine writes that there is one aspect of grade inflation that should not be taken lightly and that is the student needs to experience and overcome failure. Everyone should be prepared to traverse failure. Failure catches up with everyone, but being able to overcome it is crucial for everyone. Zuckerman states that grades should not detract from the educational propose even though grades are a part of all that the college does. This should be used for preparing people to be successful adults. Zuckerman uses his experiences to show how failing his Statistics 100 class helped him realize that it was not the end of the world and to better prepare for class. This helped him to bounce back from personal defeat and he was better prepared to deal with failure in the …show more content…
The study “Is the Sky Falling? Grade Inflation and the Signaling Power of Grades” by Evangeleen Pattison, published in Educational Researcher, uses three long-term federal data that tracked students and their academic performance. The data sets were transcript analysis to avoid the problem of students inflating their grades when reporting them to researchers. This information showed that on the average, high school grades went up since the 1970s. On the other hand, it found no evidence of grade inflation at a four-year college and that the G.P.A. decreases at colleges. The study uses the average G.P.A.s in 1972, 1982 and 1992. The study concludes by saying that there is “virtually no support” for the idea of grade inflation across higher education. Thus providing no real significant evidence to show a rise or problem with grade inflation at a four-year
A future that will leave you susceptible to failure and unable to overcome challenges. Michael Zuckerman writer for Harvard Magazine writes that there is one aspect of grade inflation that should not be taken lightly and that is the student needs to experience and overcome failure. Everyone should be prepared to traverse failure. Failure catches up with everyone, but being able to overcome it is crucial for everyone. Zuckerman states that grades should not detract from the educational propose even though grades are a part of all that the college does. This should be used for preparing people to be successful adults. Zuckerman uses his experiences to show how failing his Statistics 100 class helped him realize that it was not the end of the world and to better prepare for class. This helped him to bounce back from personal defeat and he was better prepared to deal with failure in the …show more content…
The study “Is the Sky Falling? Grade Inflation and the Signaling Power of Grades” by Evangeleen Pattison, published in Educational Researcher, uses three long-term federal data that tracked students and their academic performance. The data sets were transcript analysis to avoid the problem of students inflating their grades when reporting them to researchers. This information showed that on the average, high school grades went up since the 1970s. On the other hand, it found no evidence of grade inflation at a four-year college and that the G.P.A. decreases at colleges. The study uses the average G.P.A.s in 1972, 1982 and 1992. The study concludes by saying that there is “virtually no support” for the idea of grade inflation across higher education. Thus providing no real significant evidence to show a rise or problem with grade inflation at a four-year