Good point in general. In this particular case, however, Iowa requires too
semesters of rhetoric for everyone. That means that they have something like
200 sections of rhetoric per year, so if the classes has even the same
percentage of student complaints as normal undergraduate classes the
d
> Has anybody tested the hypothesis that professors
> assign easy grades
> because it sucks up too much time?
Hi,
I am intersted in a related question. Are grades of
new and/or 'experimental' classes intentionally
inflated?
New classes often suffer from poor attendance and an
initial bout of 'i
Also consider the possibility that many departments get budgets based on
enrollments - and tough grades scare students away! Fabio
On Tue, 14 Jan 2003 [EMAIL PROTECTED] wrote:
> In the Rhetoric Department at Iowa instructors who tried to actually teach
> writing and therefore generated many s
> begin with? Why did grade inflation begin to occur
> when it did (the 1960s??)? I doubt it was because
> grading time increased?
Actually, grading time increased around the 1960's - larger class sizes.
Per student it's less but many more students. Also, it'
In the Rhetoric Department at Iowa instructors who tried to actually teach
writing and therefore generated many student complaints were offered out of
their contracts--that is, forced out--because the chair and assistant chair
didn't want to deal with student complaints.
In a message dated 1/1
If that were the case, why werent grades easy to
begin with? Why did grade inflation begin to occur
when it did (the 1960s??)? I doubt it was because
grading time increased?
Grading can take a lot of time, but at research
universities, faculty often dont do their own
grading. Multiple choice
Has anybody tested the hypothesis that professors assign easy grades
because it sucks up too much time?
Consider the costs of tough grading - spending more time correcting
papers, extra time spent arguing grades with students and the extra effort
it takes to design challenging tests and assignmen
er talents wouldn't be
much more useful if they decided to study engineering anyway (compared to
their usefulness with an English degree).
The bottom line is: grade inflation shouldn't interefere with the process of
students choosing their majors.
Gustavo
- Original Message -
From: &q
"
I say "I think the choice of what degree to puruse should not be based
on an arbitrary grade inflation factor."
Alex
P.S. I very much doubt that such a system is second-best optimal. Here
is a test for all such arguments (in this and in other contexts). If
all disciplines
That's what I meant. ;-)
>The real problem with grade inflation is not the reduction in
> information that might be used by employers. As with regular inflation,
> the real problem is that grade inflation is not uniform - some
> departments and some professors are more sub
> The effect of this is to draw students away from math, science and
> economics and towards the softer social sciences. Similarly, within
> departments students are drawn away from harder graders and towards
> softer graders. Budgets go where students go! Thus grade inflatio
The real problem with grade inflation is not the reduction in
information that might be used by employers. As with regular inflation,
the real problem is that grade inflation is not uniform - some
departments and some professors are more subject to inflation than
others. In particular, grade
I posted a note to this list a couple of days ago about this, I'm not sure it went
through. Its been a while since I looked at this, but when I did the information that
I found suggested that employers not only don't get transcripts, but they don't even
ask grade average information on job appl
And also,
I know maybe only a few (or none) of the people subscribing to this group
is a psychologist. But how true are those "personal attributes" test that
employers give to perspective employees? Those that you have to check
"traits others think about me" and "traits i think i have" or som
Nice one Anton.
At 07:46 PM 4/11/2002 -0700, you wrote:
>Alex Tabarrok wrote:
> >Yes, as I tell my children, "Son, don't worry about those grades -
> > even a C student can become President one day."
>
>And if their hearts are set on more serious careers?
>
>--
>Anton Sherwood, http://www.og
Has anyone done a study on this:
Which matters more for employers? Someone who's got high grades and studies
in a so-so school or above-median (but not so high) and studies in an ivy
league?
At 07:17 AM 4/10/2002 -0700, you wrote:
>--- "Robert A. Book" <[EMAIL PROTECTED]> wrote:
> > Isn't thi
Alex Tabarrok wrote:
>Yes, as I tell my children, "Son, don't worry about those grades -
> even a C student can become President one day."
And if their hearts are set on more serious careers?
--
Anton Sherwood, http://www.ogre.nu/
Jason wrote "This could (and in my observation does) mean that
non-academics jobs are looking for other characteristics that are hard
to test for- good "people skills" and "leadership ability"."
Yes, as I tell my children, "Son, don't worry about those grades -
even a C student can become Pre
There's a very good discussion of grade inflation over time and across
departments in the Winter 1991 issue of the Journal of Economic
Perspectives by Sabot and Wakemann-Linn.
Art Woolf
Art
e
company's culture- this is in evidence at the many non-academic, and
even academic, institutions that hire many employees from the same
school).
So while grade inflation may cause a loss of information, this loss in
not particularly valueable to the places many graduates go-
non-a
This discussion has been assuming that employers look at grade averages. Last time I
looked into this, very very few employers requested university or high school
transcripts or even asked people to report their grade averages on their applications.
Asking for GREs would probably get them into
> --- "Robert A. Book" <[EMAIL PROTECTED]> wrote:
> > Isn't this what the GRE, MCAT, etc., are for? Granted, they don't
> > apply to all post-graduate plans, but it's a start.
Fred Foldvary ([EMAIL PROTECTED]) responded:
> How many employers require applicants having a BA/BS to have taken the GR
(OK, this is my third attempt in three days to get this particular
post through the server... --RAB)
> > Since grades can't get any higher than an A, doesn't
> > grade inflation merely squeeze out information
> > regarding graduates as the grade scale gets co
--- "Robert A. Book" <[EMAIL PROTECTED]> wrote:
> Isn't this what the GRE, MCAT, etc., are for? Granted, they don't
> apply to all post-graduate plans, but it's a start.
How many employers require applicants having a BA/BS to have taken the GRE
etc. before they are considered for hiring?
If few
> It seems to me that an effective remedy to grade inflation would be
> standardized exams on the subjects taught, prior to graduation. There would
> be, for example, a standard exam for econ majors, similar to what is done in
> grad schools. If many universities used the same exam
emedy to grade inflation would be
>standardized exams on the subjects taught, prior to graduation. There would
>be, for example, a standard exam for econ majors, similar to what is done in
>grad schools. If many universities used the same exams, then that would
>serve as a signal of knowle
It seems to me that an effective remedy to grade inflation would be
standardized exams on the subjects taught, prior to graduation. There would
be, for example, a standard exam for econ majors, similar to what is done in
grad schools. If many universities used the same exams, then that would
out each school.
Grade inflation ignorance can also be seen in the several organizations
which equate GPAs across schools and majors, by for example setting
minimum required GPAs to apply.
This is a powerful argument for the old school tie. Graduates of, say,
the pharmacy school at the University of
> Since grades can't get any higher than an A, doesn't
> grade inflation merely squeeze out information
> regarding graduates as the grade scale gets compressed
> at the high end? Additionally, since it is unlikely
> -jsh
I'll look this up on ERIC (the education
unreasonable to assume such a
> precognitive scope.
>
Since grades can't get any higher than an A, doesn't
grade inflation merely squeeze out information
regarding graduates as the grade scale gets compressed
at the high end? Additionally, since it is unlikely
that all schools and
]
>Reply-To: [EMAIL PROTECTED]
>To: [EMAIL PROTECTED]
>Subject: Grade Inflation
>Date: Mon, 8 Apr 2002 20:20:51 EDT
>
>Is grade inflation worse at higher priced colleges? I can imagine that if
>a
>student flunks out at a higher priced college, that it costs that school
>
Is grade inflation worse at higher priced colleges? I can imagine that if a student flunks out at a higher priced college, that it costs that school more in revenue and that it might be hard to attract students if they have to pay alot of money and then work hard to get good grades. Has any
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