grade inflation
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Grade Inflation is a Symptom, Not the Disease (Part 5): Harvard Gets Real about the True Purpose of Grades
The recent report Re-Centering Academics at Harvard College revealed that in 2025, As accounted for 60% of grades at Harvard’s undergraduate college. Because Harvard has outsized influence on conversations about higher ed, this report inspired a flurry of op-eds about whether the university has “gone soft.” These concerns have, unsurprisingly, focused on alleged grade inflation… Continue reading
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Grade Inflation is a Symptom, Not the Disease (Part 4): Alternative Grading’s Role in Compression
In this series, I have been arguing that grade inflation, or the allegation that widescale grade increases have occurred absent corresponding learning and achievement gains, is a red herring. Whether grades are going up (and there is compelling evidence, if not definitive, that they are going up overall in higher education) because teaching techniques are… Continue reading
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Grade Inflation is a Symptom, Not the Disease (Part 3): The (Irrational?) Exuberance of Alternative Graders
In this current series, I am exploring the tensions between two functions or philosophies of education: 1. That we should prioritize supporting all students’ learning and growth, and 2. That we should prioritize sorting the highest achieving students from the rest. I argue that the education system operates from the flawed, if mostly implicit, premise… Continue reading
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Grade Inflation is a Symptom, Not the Disease (Part 2): The Specter of Grade Compression
In this subseries on the wicked problem of assessment, I am exploring the tensions between supporting the learning of every student and sorting students by levels of distinction and merit. I argued previously that: 1. Although the education system (and broader society) is more invested in sorting students, many teachers (like myself) are more invested… Continue reading
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Grade Inflation is a Symptom, not the Disease (Part 1): The Sorting and Supporting Functions of Education
Amid my ongoing series on the wicked problem of assessment, I am devoting several posts to the latest controversy (scandal? moral panic?) about “grade inflation” in higher ed.(Seriously, we are talking about podcast titles like “Has Harvard Gone Soft”?). This issue is obviously assessment-coded, but its sensitivity to current events merits its own subseries. Before… Continue reading
Teaching Inquiry 