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's my impression
research requirement
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
uot;fabio guillermo rojas" <[EMAIL PROTECTED]>
To: <[EMAIL PROTECTED]>
Sent: Monday, April 15, 2002 1:45 PM
Subject: Re: Grade Inflation
> > The effect of this is to draw students away from math, science and
> > economics and towards the softer social sciences.
In response to Fabio's comments: If you just start by saying "what's
the optimal number of math or english PhDs" then obviously you are going
to get nowhere. A better procedure, however, is to say that the current
situation is non-optimal if it is based upon arbitrary factors.
In particul
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 subject to inflation
> 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 inflation
> causes a *
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 Woolf
My two cents on this:
I think that Robert Book may have hit is when he said that employers may
have other attributes they are looking for that are more easily
identifiable in an interview. While academic positions (as a faculty of
student) are usually the ones that call for good test scores (u
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 compressed
> > at the high end?
>
> Y
--- "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 exams, then that w
It's a bad thing but one reason is maybe that Universities would not want
to be compared to each other in terms of test scores. Tests are hardcore
evidences of which school is good and which school is not.
At 09:00 AM 4/9/2002 -0700, you wrote:
>It seems to me that an effective remedy to grade
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
ser
Gustavo Lacerda:
>You would think that smart employers would know to rate a B+ student
from a tough-grading school more favorably than an A- student from an
easy-grading school. But there are too many schools, and most employers
aren't using a national database of with statistics about each school
> 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 research data base) to
see if wh
>
> For universities that take the long view, better
> grades mean better job
> opportunities for graduates. Better-paid graduates
> mean better endowments
> in the future. For schools that have seen their
> 300th birthday (i.e.,
> Harvard), it's not so unreasonable to assume such a
> prec
(insert caveat about theorizing without data)
Now then, a big selling point for competitive universities is retention rate
- how many incoming freshmen they keep on to graduate at the same school.
Obviously, good grades are a key factor in retaining students.
For universities that take the lo
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