Faculty Responses to Grading Task Force

 

 

Inflation

(defined as "an increase in grade point average without a concomitant increase in achievement")

 

1.     Do you feel that grade inflation is a significant issue in the Faculty of Education at this time?

        very concerned=5            somewhat concerned =11                 not concerned = 8

 

2.     In your own teaching, have you responded to pressure from individual students to raise their grades in order to meet some minimum requirement, such as for a scholarship or continuation in a professional semester?

        Never=12                  Occasionally=11                 Frequently=1        Routinely

 

3.     In your own teaching, have you felt the need to arbitrarily inflate the grades you assigned in a course to bring the class average into line with other sections of the course, or other course offerings in your area?

        Never=13                  Occasionally=10                 Frequently        Routinely=1

 

4.     In your own teaching, have you felt the need to arbitrarily lower the grades you assigned in a course to bring the class average into line with other sections of the course, or other course offerings in your area?

        Never=19                  Occasionally=5                   Frequently        Routinely

 

Analysis: Although faculty members express themselves concerned over grade inflation, it would appear that this concern is focused on our colleagues rather than on our own teaching; since we either flatly deny that we have ever been pressured into inflating our grades, or are, at most, only prepared to concede that we have given in "occasionally".

 

 

Compression

(defined as a grade distribution inappropriately skewed to higher grades -e.g., too many students receiving distinction or great distinction and too few students being failed)

 

5.     Do you feel that grade compression is a significant issue in the Faculty of Education at this time?

        very concerned=3            somewhat concerned=15                  not concerned=6

 

6.     In your own teaching, do you find yourself reluctant to assign low or failing grades when these are warranted?

        Never=10                   Occasionally=12               Frequently        Routinely=2

 

7.   In your own teaching, did you feel greater pressure before you were tenured to assign high grades and to avoid failing students? (If untenured, do you feel under pressure now?)

        Never=10                   Occasionally=7                 Frequently=4        Routinely=3

 

Analysis: Again, our concern with grade compression appears to be with other people's grading practices, rather than with our own, as we either deny we have ever given into pressure, or claim that we only do so occasionally. The change in the pattern of responses from #6 to #7 does suggest, however,  that those answering "occasionally" in #6 felt the pressure more acutely when untenured.

Standards

8.     Are you satisfied that our undergraduate students meet or exceed expected professional standards (KSAs) for teacher candidates when they graduate from our faculty?

        Not satisfied=2                            somewhat satisfied=12                     very satisfied=10

 

9.     Are you satisfied that our graduate students meet or exceed expected professional standards for the M.Ed. when they graduate from our faculty?

        Not satisfied=2                            somewhat satisfied=13                     very satisfied=5

 

10.   In your own teaching, have you felt the need to lower expectations/standards (e.g., set fewer or less challenging readings and assignments or provide more 'hand-holding' rather than expect students to work independently, etc.) for any of your undergraduate courses?

        Never=7                     Occasionally=12               Frequently=3        Routinely=2

 

11.   In your own teaching, have you felt the need to lower expectations/standards for any of your graduate courses? (Leave blank if you have not taught graduate courses)

        Never=7                    Occasionally=5                   Frequently        Routinely=2

 

Analysis: Questions #8 and #9 are skewed towards satisfaction with our alumni. Questions 10 and 11 suggest the somewhat contradictory perception that there has been a generalized decline in standards.

 

Grading Practices

 

12.  Are the grades you assign primarily criterion-referenced (performance measured against defined criteria - as many students as successfully meet criteria may achieve 'A's) or norm-referenced (performance measured relative to other students - only few students receive 'A's regardless of how many others successfully complete assignment)?

        Criterion referenced=19           Norm- referenced=0                a combination=4

 

Analysis: No one in Education Faculty admits to grading solely on 'the curve' anymore, yet much of the discussion around grade inflation / compression reflects norm-referenced assumptions. In criterion-referenced systems, the higher the proportion of students who are raised to the required standard, the greater the cause for celebration. Concerns over grade inflation only make sense when one wishes to compare and rank students.

 

Recommendations

 

13.   Would you support inclusion of the class average on student transcripts?

        Yes=17    No=6

 

14.   Would you support revising the PSI and PSII grade conversion table to be consistent with other faculties? That is, revert to the conversion standard in use prior to 2002?

        Yes=14    No =6

 

Analysis: The straw vote on these two issues would seem to favour:

• recommending the inclusion of course means on student transcripts to GFC; and
• revisiting the grade conversion table to make it more consistent with other faculties

Written Feedback:

 

15. What issues would you like the Grading Task Force to address?  What is your greatest concern or difficulty with assessment?

 

Concerns related to inflation/compression (6 )

• Students expecting As
• Distinguishing between A and A+ students
• We cannot identify our top students the way things are now-they suffer most
• My greatest problem is that my grades are too high. I believe that in my area there is a collection of correct answers/viewpoints
• 2.5 minimum in undergrad courses compresses grades. B- as fail/repeat in grad compresses grades. Have them maintain a B average - room for some Cs then.
• We need to publish grade point average for each course/instructor

 

Concerns related to consistency across sections (3)

• Posting Grades within "horizontal" sections of same course
• Multiple sections -different grades &  practices
• We need to publish grade point average for each course/instructor

 

PSI/PSII conversion table (1)

• Need to revert to conversion standard use prior to 2002

 

Student Course Evaluations (1):

• The pressure of student evaluations on STP matters

 

 

Other Evaluation Concerns (6)

• Evaluation of practicum: what are the standards? When Should someone fail? How can we get more accurate info on practicum forms - weak students still get very positive reports

 

• What would happen if we didn't use grades?

 

• Bottom 10% -- how to identify, how to remove or improve

 

 

• I think it might be important to offer "on-going" assessment/evaluation workshops for all Faculty members, new and experienced (not a one-shot deal). Just a suggestion!

 

• Students feeling they are 'experts' on assessment while taking evaluation in PSI - they become highly critical of their teacher-advisor and university courses

 

 

• The difficulty of relating student assessment to the quality of teaching