Grading Percentage Scale

Grade inflation results when students receive scores higher than their work deserves. This is caused by many factors that include how standards and rubrics are determined, as well as direct and indirect pressure from parents and administrators. Perhaps the greatest question is where and how standards are set, followed by the understanding of pedagogical philosophy: what proportion of students in advanced and upper level classes should receive an A?

Course Construction and General Rubrics

Many views exist regarding grade distribution based on how courses are constructed, taught, and assessed. The so-called “bell curve” seems to give the assurance that, given individual student differences as well as a host of external factors, grade distribution is fair. If a large percentage of the class, for example, fails a final exam, does that mean the material was not properly taught or that test questions were invalid?