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Although a successful approach to grade inflation will certainly result in a reduction in the average student GPA, that reduction must not itself be the goal. Instead, Harvard should aim to reform its grading policies so that grades better serve their original intent; a shift in the overall grade distribution...

Author: By The CRIMSON Staff, | Title: Reviving the Meaning of Grades | 2/13/2002 | See Source »

Unfortunately, current grading practices fail miserably at providing meaningful feedback on student work, and as a result, grades as pedagogical tools are ineffective at best and useless at worst. Because 86 percent of grades were B or better last year, professors and TFs were effectively limited to four gradesâ?...

Author: By The CRIMSON Staff, | Title: Reviving the Meaning of Grades | 2/13/2002 | See Source »

Even if the difference between grades were clearly understood, grades provide little feedback to students if they separate quality into only four categories—especially if those categories are at the very top of the grade scale. A student might earn a B-plus on three different papers for...

Author: By The CRIMSON Staff, | Title: Reviving the Meaning of Grades | 2/13/2002 | See Source »

Although creating some standard meaning for grades is a challenging process, it is essential that we do so using quality-based grading instead of relative grading based on a curve. Curves only describe student performance relative to the rest of their class, and so students must guess about the performance...

Author: By The CRIMSON Staff, | Title: Reviving the Meaning of Grades | 2/13/2002 | See Source »

Creating and enforcing such broad standards of quality is a difficult process about which we will present our suggestions in more detail on Friday. Letter grades must have a standard translation in terms of quality of work and thought so instructors are able to give meaningful grades that students understand...

Author: By The CRIMSON Staff, | Title: Reviving the Meaning of Grades | 2/13/2002 | See Source »

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