Grading Standards and Course Challenge: An Analytical-Empirical Approach. ASHE Annual Meeting Paper

This study examined whether conditions affecting intellectual challenge and course difficulty experienced by students were associated with the severity of grading standards. A policy by a university academic unit that reduced the number of high grades awarded by one of its departments provided an opportunity to test a research-based prediction related to this issue. It was predicted that mean grades would fall while courses would deliver greater intellectual challenge to students. Data were obtained from university records of grade distributions and surveys of student evaluations of instruction related to course difficulty and course challenge. It was found that after the policy reducing the number of high grades awarded to students was implemented, mean grades fell significantly while ratings of course challenge and difficulty rose significantly in relation to other courses. The results supported the hypothesis that monitoring grades given by faculty members can create changes that increase both the perceived difficulty and the challenge of the course. (Contains 18 references, notes and 3 tables.) (MDM)