Grade Inflation: A Crisis in College Education

By Valen E. Johnson. 2003

357 citations recorded by the source corpus.

Subfields: Education, Modeling and Simulation

View Paper: https://www.semanticscholar.org/paper/07e5cc2836f3b33ff2d5fb3594ae3696d549b054

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In Education

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Citations in the corpus

Two Cultures: Undergraduate Academic Engagement (2008, result): “These findings conform to previous studies of grading patterns across disciplines (Johnson 2003).”
Evaluating Students' Evaluations of Professors (2014, neutral): “This finding is confirmed by several other studies and is thought to be a key cause of grade inflation (Carrell & West, 2010; Johnson, 2003; Weinberg, Fleisher, & Hashimoto, 2009).”
Student Entitlement: Issues and Strategies for Confronting Entitlement in the Classroom and Beyond (2009, background): “For example, Arhin and Johnson-Mallard (2003) document student preference for visual and engaged learning over that which is passive.”
Where a is Ordinary: The Evolution of American College and University Grading, 1940-2009 (2012, background): “There has been extensive work on the relationship between course evaluations and grades, and much evidence indicates that higher grades yield more positive student-based evaluations (e.g., Ellis, Burke, Lomire, & McCormack, 2003; Feldman, 1976; Johnson, 2003; Weinberg, Fleisher, & Hashimoto, 2007), ”
What’s in a Name: Exposing Gender Bias in Student Ratings of Teaching (2015, methodology): “We also ran two general linear multivariate analyses of variance (MANOVAs) on the set of 12 variables Innov High Educ (2015) 40:291–303 297”
Student evaluations of teaching are an inadequate assessment tool for evaluating faculty performance (2017, background): “Many studies cast doubt on the validity of SET as a measure of teaching effectiveness (e.g. Johnson, 2003).”
Student Evaluations of Teaching: Are They Related to What Students Learn? (2009, background): “Johnson (2003) overcame these problems by stepping around the operational definition issue and looking at the actual results of his construct.”
Are the Unskilled Really that Unaware? An Alternative Explanation (2008, neutral): “In addition, it is well-known from studies of grade inflation (Avery, Fairbanks, & Zeckhauser, 2003; Johnson, 2003; Lewis, 2006, chapter 5; Sabot & Wakeman-Linn, 1991) that grades at the undergraduate level have – with the notable exception of the natural sciences – become less and less differentiat”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “GPA is not without limitations, with questions of reliability and validity arising as a result of grade inflation (Johnson, 2003) and institutional grading differences (Didier, Kreiter, Buri, & Solow, 2006).”
Student Evaluations of Teaching (Mostly) Do Not Measure Teaching Effectiveness (2016, background): “measure student satisfaction and grade expectations more than they measure teaching effectiveness [4,7].”
Meta-analysis of faculty's teaching effectiveness: Student evaluation of teaching ratings and student learning are not related (2017, methodology): “…report necessary data to establish the SET/learning correlations; Sorge (1973) confounded SET/ learning correlations with experimental manipulation; Johnson (2003) did not include a multisection study but a collection of sections from a variety of courses mixed together; Cohen (1981) was excluded…”