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• W1569649122 abstract "A number of studies have documented a trend of higher grades awarded bypostsecondary institutions in both the United States and Canada over the last twodecades. Grade inflation in higher education is a potentially costly problem for a varietyof reasons, but little empirical research about the causes of grade inflation has beenconducted. This study investigated multiple potential factors related to the likelihood ofgrade inflation by faculty members at community colleges. These factors includedperceptions of student evaluations of teaching (SETs), perceptions of job security,perceptions of student complaints, experience with grading practices, perceptions ofstudent nuisance, and instructors’ empathy with students. Additionally, the possibilitythat factors related to the likelihood of grade inflation influence adjunct and full-timeinstructors differently was tested. An electronically-distributed survey was employed tomeasure the perspectives of 336 instructors at seven community colleges in three states.Complex models did not predict likelihood of grade inflation, but differences were foundbetween some factors for instructors in high and low likelihood of grade inflation groups. Instructors in the low likelihood group perceived higher levels of both student complaintsand student nuisance than instructors in the high likelihood group. Faculty status wasfound to affect the influence of perceptions of student evaluations of teaching (SETs),perceptions of job security, perceptions of student complaints, and experience withgrading practices on likelihood of grade inflation. The results of this study suggest thatadditional research should elucidate the potential connections between instructors’perceptions of student nuisance and student complaints and the phenomenon of gradeinflation. Furthermore, additional work is needed to determine what effects SETs haveon instructors’ careers and the perceptions of instructors regarding those effects. Theresults of this study potentially inform the practice of using faculty professionaldevelopment to educate instructors about the process of grading. Specifically,institutions should explicitly define the intended functions of grades prior to establishinga system for determining grades. These institutions should also provide guidance toinstructors so that all agents in the grading process are using these symbols of studentperformance in a consistent manner. Faculty should engage in the conversation aboutappropriate functions of grades and more consistent methods for determining grades.Finally, administrators should exercise caution in the interpretation of feedback fromstudents in the forms of student evaluations of teaching and student complaints,particularly as used in the supervision of adjunct instructors." @default.
• W1569649122 created "2016-06-24" @default.
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• W1569649122 date "2013-01-01" @default.
• W1569649122 modified "2023-09-24" @default.
• W1569649122 title "Factors related to the likelihood of grade inflation at community colleges" @default.
• W1569649122 hasPublicationYear "2013" @default.
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