Beyond Grade Inflation, Grading Problems in Higher Education

Hoboken, New Jersey: John Wiley / Jossey-Bass, 2004. SOFTCOVER. We have only this one copy, but it is available now and ready to ship today from Henderson, Nevada. Volume 30, Number 6, ASHE Higher Education Report. Fine condition. Flat, uncreased spine. NOTa library discard. Appears never read. Sharp corners. Something neatly removed from the front inside cover -- with no paper loss -- but leaving a slight shadow. NO owner's name or bookplate. Pages are crisp, clean and unmarked. NO underlining. NO highlighting. NO margin notes. Bound in the original wraps. From the publisher: "As calls for accountability of student learning intensify, colleges and universities need to reexamine their grading practices and restore public confidence in college grades. This report presents a conceptual framework that can aid in understanding the complexity of grading problems in higher education. It takes into account individual course-grading philosophy, students' choice of coursework, changes in composition of the faculty, and changes in the student population, among other factors. The  conceptual framework helps professionals to understand that grading practices need to be examined at multiple levels, not just in the  aggregate at the institutional and national levels. Practices and problems vary by discipline, institutional type, faculty rank, and other such conditions. The framework also provides advice about where policymakers and leaders can target efforts (state aid policy) and other areas where they can have little or no impact (student demographic shifts). Capitalizing on the knowledge that senior faculty have related to grading, this monograph examines changing institutional practices, fluctuations in departmental and school norms, and various strategies for grading. It argues for the need for institutional policies related to grading and more discussion on campuses about standards and norms. The primary message of this monograph is that grading is a shared responsibility among members of the institution and external players such as accreditation bodies, state governments, and boards of trustees. Systematic work across these various groups is necessary to change the context that rewards lenient grading. This is Volume 30 Issue 6 of the ASHE Higher Education Report series, published by Jossey-Bass, An Imprint of Wiley.". 1st ed? (No additional printings listed. Softcover. Fine condition. Illus. by NOTa library discard. xvi, 104 pages. Great Packaging, Fast Shipping.…