An Examination of Faculty Grading Practices and Beliefs About Grade Inflation
Abstract
The authors investigated the grading practices and perceptions about grade inflation of 120 faculty at Eastern Washington University (EWU). Faculty members responded to an 18-item questionnaire containing 4 demographic items and 14 questions addressing faculty grading methods and assessment criteria as well as their beliefs about grade inflation in higher education and at EWU. Fifty percent of respondents preferred an absolute grading method, whereas 33% preferred to combine absolute and relative methods -- for example, to use a curve. Most faculty members (65%) rated themselves as "average" graders compared to their colleagues, 30% saw themselves as "tough," and 5% considered themselves "easy." Over 62% of respondents believed that grade inflation is a problem in higher education in general, and over 60% believed it to be a problem at EWU. The authors conclude with recommendations for improving grading methods and a discussion of the importance for teachers of being able to defend their grading practices.
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