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Dear Colleagues,

The thread on grade inflation brings up issues that perplex us all. I
tend to agree with Edryce Reynolds that grades distract from
education. Many distinguished managements scholars share that view,
notably W. Edwards Deming. Deming believed that grading reduces the
quality of learning.

The deeper issues in this debate are important. On a pragmatic level,
we give grades for three reasons. First, our job descriptions require
us to give grades. Second, students themselves want grades. Third,
other stakeholders demand them. These include parents and employers.
They also include universities where undergraduate students go for
graduate work and MBA study, as well as schools that take master's
candidates into doctoral programs.

The solution I have come to is an operational definition of grades.
Since my students deliver a major term paper that forms the basis of
their grades, I encourage students to deliver drafts of their papers
for advice and feedback. I work with any who want help. So do the
members of our excellent teaching assistant group. If they want to go
for a certain grade, I invite them to take the operational
description and feedback seriously, and I welcome as many iterations
as students require to reach the quality level they hope to achieve.

In this system, a forced curve makes no sense. The operational
description is what counts. It is also important to note that a
forced curve makes no real sense in any population as small as a
single class - not even a large class.

We use a number scale. Within each category, grades are marked off by
tenths of a point. The operational definitions are stated in terms
that can be compared across cultures and universities. I will post
them below.

Best regards,

Ken Friedman, Ph.D.
Associate Professor of Leadership and Strategic Design
Department of Technology and Knowledge Management
Norwegian School of Management

Visiting Professor
Advanced Research Institute
School of Art and Design
Staffordshire University


--snip--

Excellent. An excellent grade indicates a solid understanding of
subject matter and a good overview. Excellent is awarded to students
who demonstrate the perspective and judgment to fit issues into the
broad context of business in society with understanding and insight
beyond the obvious subject matter.

Excellence requires superior performance in terms of the seven
general criteria of evaluation: 1) Knowledge and understanding of the
subject, 2) Ability to define and analyze the problem, 3)
Understanding and use of method, 4) Presentation, interpretation and
discussion of results, 5) Logical development of the paper, 6)
Effective use of language and ability to communicate, 7) Use of
sources and references.

Excellent work is generally characterized by a broader than usual
perspective and an intelligent, wide-ranging use of sources. Solid
foundations in theory or in empirical data substantiate excellent
work. It is often based on both solid theory and empirical findings.
Excellent work goes beyond the books and readings in the curriculum,
moving into the use of sources on which the curriculum materials are
based and exploring new sources. This often includes original sources
developed or discovered by the student, including interview and
personal correspondence. Excellent work should be able to teach the
teacher something that he or she didn't know or help him or her to
place some aspect of his knowledge in a new framework.

The grade of excellent may sometimes be awarded under special
circumstances. Special consideration may be given to aspects of a
project that involve meeting greater challenges than usual: high
levels of difficulty, extraordinary workloads, or evidence of
dramatic progress in project assignments and problem-based learning.
When students participate in special projects involving skills far
above the level of their formal academic status and or they play a
serious role in projects leading to published research, the degree of
challenge and the level of contribution is considered in determining
the grade.

Excellent work is sometimes market by flaws. In some cases, it is
appropriate to note excellence in the form of significant insight,
surprising discovery, or extraordinary work under challenging
conditions despite the presence of flaws.

Very good work demonstrates a solid understanding of subject matter
and a good overview. Very good students also have the perspective and
judgment to fit issues into the broad context of business in society
with understanding and insight beyond the obvious subject matter. The
designation very good requires solid performance in terms of the
seven general criteria of evaluation. Very good is better than good
but not quite as superlative as excellent. It will have many of the
qualities and characteristics of excellent work, differing in degree.

Good work demonstrates an essential command of the subject matter and
a good knowledge of the field. Good students can show how the
material in a project or assignment is related to the general issues
and theories of the course. Good work draws substantially on the
curriculum and offers evidence of additional personal work in seeking
and making use of other sources.

Acceptable work shows a simple understanding of the subject matter
lacking in the refinements and general knowledge that distinguish
excellence and high quality from straightforward ability to repeat
facts. The lower ranges of the acceptable grade suggest major gaps in
knowledge and skill.

Failure or no credit indicates a student who was not there, took no
part in class, brought nothing to the subject, and took little away.

--snip--

Thank you, Ken, for a good way to cope with grades
even when we don't "believe" in them. Your system is
fair.

Edryce

--- Ken Friedman <ken.friedman@bi.no> wrote:
> Dear Colleagues,
>
> The thread on grade inflation brings up issues that
> perplex us all. I
> tend to agree with Edryce Reynolds that grades
> distract from
> education. Many distinguished managements scholars
> share that view,
> notably W. Edwards Deming. Deming believed that
> grading reduces the
> quality of learning.
>
> The deeper issues in this debate are important. On a
> pragmatic level,
> we give grades for three reasons. First, our job
> descriptions require
> us to give grades. Second, students themselves want
> grades. Third,
> other stakeholders demand them. These include
> parents and employers.
> They also include universities where undergraduate
> students go for
> graduate work and MBA study, as well as schools that
> take master's
> candidates into doctoral programs.
>
> The solution I have come to is an operational
> definition of grades.
> Since my students deliver a major term paper that
> forms the basis of
> their grades, I encourage students to deliver drafts
> of their papers
> for advice and feedback. I work with any who want
> help. So do the
> members of our excellent teaching assistant group.
> If they want to go
> for a certain grade, I invite them to take the
> operational
> description and feedback seriously, and I welcome as
> many iterations
> as students require to reach the quality level they
> hope to achieve.
>
> In this system, a forced curve makes no sense. The
> operational
> description is what counts. It is also important to
> note that a
> forced curve makes no real sense in any population
> as small as a
> single class - not even a large class.
>
> We use a number scale. Within each category, grades
> are marked off by
> tenths of a point. The operational definitions are
> stated in terms
> that can be compared across cultures and
> universities. I will post
> them below.
>
> Best regards,
>
> Ken Friedman, Ph.D.
> Associate Professor of Leadership and Strategic
> Design
> Department of Technology and Knowledge Management
> Norwegian School of Management
>
> Visiting Professor
> Advanced Research Institute
> School of Art and Design
> Staffordshire University
>
>
> --snip--
>
> Excellent. An excellent grade indicates a solid
> understanding of
> subject matter and a good overview. Excellent is
> awarded to students
> who demonstrate the perspective and judgment to fit
> issues into the
> broad context of business in society with
> understanding and insight
> beyond the obvious subject matter.
>
> Excellence requires superior performance in terms of
> the seven
> general criteria of evaluation: 1) Knowledge and
> understanding of the
> subject, 2) Ability to define and analyze the
> problem, 3)
> Understanding and use of method, 4) Presentation,
> interpretation and
> discussion of results, 5) Logical development of the
> paper, 6)
> Effective use of language and ability to
> communicate, 7) Use of
> sources and references.
>
> Excellent work is generally characterized by a
> broader than usual
> perspective and an intelligent, wide-ranging use of
> sources. Solid
> foundations in theory or in empirical data
> substantiate excellent
> work. It is often based on both solid theory and
> empirical findings.
> Excellent work goes beyond the books and readings in
> the curriculum,
> moving into the use of sources on which the
> curriculum materials are
> based and exploring new sources. This often includes
> original sources
> developed or discovered by the student, including
> interview and
> personal correspondence. Excellent work should be
> able to teach the
> teacher something that he or she didn't know or help
> him or her to
> place some aspect of his knowledge in a new
> framework.
>
> The grade of excellent may sometimes be awarded
> under special
> circumstances. Special consideration may be given to
> aspects of a
> project that involve meeting greater challenges than
> usual: high
> levels of difficulty, extraordinary workloads, or
> evidence of
> dramatic progress in project assignments and
> problem-based learning.
> When students participate in special projects
> involving skills far
> above the level of their formal academic status and
> or they play a
> serious role in projects leading to published
> research, the degree of
> challenge and the level of contribution is
> considered in determining
> the grade.
>
> Excellent work is sometimes market by flaws. In some
> cases, it is
> appropriate to note excellence in the form of
> significant insight,
> surprising discovery, or extraordinary work under
> challenging
> conditions despite the presence of flaws.
>
> Very good work demonstrates a solid understanding of
> subject matter
> and a good overview. Very good students also have
> the perspective and
> judgment to fit issues into the broad context of
> business in society
> with understanding and insight beyond the obvious
> subject matter. The
> designation very good requires solid performance in
> terms of the
> seven general criteria of evaluation. Very good is
> better than good
> but not quite as superlative as excellent. It will
> have many of the
> qualities and characteristics of excellent work,
> differing in degree.
>
> Good work demonstrates an essential command of the
> subject matter and
> a good knowledge of the field. Good students can
> show how the
> material in a project or assignment is related to
> the general issues
> and theories of the course. Good work draws
> substantially on the
> curriculum and offers evidence of additional
> personal work in seeking
> and making use of other sources.
>
> Acceptable work shows a simple understanding of the
> subject matter
> lacking in the refinements and general knowledge
> that distinguish
> excellence and high quality from straightforward
> ability to repeat
> facts. The lower ranges of the acceptable grade
> suggest major gaps in
> knowledge and skill.
>
> Failure or no credit indicates a student who was not
> there, took no
> part in class, brought nothing to the subject, and
> took little away.
>
> --snip--
>
>
>
>
> --


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On October 28 Ken Friedman wrote:
> The deeper issues in this debate are important. On a pragmatic level,
> we give grades for three reasons. First, our job descriptions require
> us to give grades. Second, students themselves want grades. Third,
> other stakeholders demand them. These include parents and employers.


Ken,
I would like to suggest we give grades primarily because we are accustomed
to and the reason other people want them is because we continually tell them
that a grading system is good for them. How, for example, does the fact that
I came 93rd in my class make be a better person for a job than someone who
came 102nd - especially when all things being equal he/she is the better
candidate? And what if I had come first? Do I have the right of appeal if
the person who came 102nd gets the job and I don't? If coming 102nd gets
people the job, why wasn't I helped to come in at this ranking?

I'm afraid this thinking gives employers credit for a sophistication in
recruitment that they just don't apply. A qualification might shortlist an
applicant but it is many more personal attributes that the person must
possess which gets him/her the job.

> They also include universities where undergraduate students go for
> graduate work and MBA study, as well as schools that take master's
> candidates into doctoral programs.

I can't disagree with this one, but I should make the point that not
everybody goes on to do further studies. Even people who return to further
or higher education after a stint in the workplace will find that their
grading will only have a minimal impact on whether or not they are granted a
position.

We must be honest with gradings - they are good for us! We are the ones who
feel warm and fuzzy about them - arbitrating on which essay is better
written, who put in more hours of research, who introduced the most
enlightening concepts etc. etc. - no-one else. The student comes in first,
second, fifth, 100th, and after the initial glow (or disappointment) is gone
the best they can say is thank goodness school is out! Parents like them
because it flatters their ego ("She got the brains from her mother"), but
that still doesn't get them a job. The average employer (unless he/she is
him/herself an intellectual snob) doesn't really care one way or the other.
"My company is going to be the best and the fact that you came in 92nd in
your year doesn't take away from the fact that I think you're the best
person to help us achieve this."

From the student's point of view, the use of gradings means learning becomes
a contest which, as many of us would well know, some students will do
anything to be the champion at. Spend time working with a mixture of Asian
and European students and you will quickly see what I mean.

The sooner we are honest about this the sooner will we be able to stand out
from the pack when it comes to turning our graduateswho can make a
difference in their communities and not be just another ex-student looking
for a job.

Phil Rutherford

If I may be so bold to ask :
* When was the job specifications reviewed against the current
environments needs?
* Have you asked the students in a questionnaire of what they want or
need /any suggestions to best practice?
* What socio economic areas have you addressed in demographically
research in information on an evaluation of inputs and outputs of kids
joining/leaving school with or without qualifications and gone into jobs
professional. Semi professional etc ?.
* How long has the institution in education in your area of expertise
been running for over a period of time ?
* When was it last updated for new economic changes?


We are experiencing globally a higher percentage of unemployment - this has
major constraints on everyone and especially education as global business
organisations changes to the new e- commerce.

We will experience higher rates of unemployment therefore do we have the
resources available to fix these problems or will we continue to be
Dinosaurs and Victorian ( not in professionalism only the delivery )
unfortunatley the product life cycle has gone full circle.

What about our citizens who need to compete with other countries in the
employability field - as the world now is getting even smaller. Everyone
should have the opportunity to work in any country they wish /also business
will be globally product orientated to the sellers market.

In my opinion we need to change if we are to survive the climate in this new
economic phase and enable the new technology to expand in the new and
innovative dimensions that we are heading into at a very fast rate.

Regards Iris


-----Original Message-----
From: Phillip Rutherford
[SMTP:robnphil@ozemail.com.au]
Sent: Sunday, October 28, 2001 10:50 PM
To: MG-ED-DV@MAELSTROM.STJOHNS.EDU
Subject: Re: Grade inflation

On October 28 Ken Friedman wrote:
> The deeper issues in this debate are important. On
a pragmatic level,
> we give grades for three reasons. First, our job
descriptions require
> us to give grades. Second, students themselves
want grades. Third,
> other stakeholders demand them. These include
parents and employers.


Ken,
I would like to suggest we give grades primarily
because we are accustomed
to and the reason other people want them is because
we continually tell them
that a grading system is good for them. How, for
example, does the fact that
I came 93rd in my class make be a better person for
a job than someone who
came 102nd - especially when all things being equal
he/she is the better
candidate? And what if I had come first? Do I have
the right of appeal if
the person who came 102nd gets the job and I don't?
If coming 102nd gets
people the job, why wasn't I helped to come in at
this ranking?

I'm afraid this thinking gives employers credit for
a sophistication in
recruitment that they just don't apply. A
qualification might shortlist an
applicant but it is many more personal attributes
that the person must
possess which gets him/her the job.

> They also include universities where undergraduate
students go for
> graduate work and MBA study, as well as schools
that take master's
> candidates into doctoral programs.

I can't disagree with this one, but I should make
the point that not
everybody goes on to do further studies. Even people
who return to further
or higher education after a stint in the workplace
will find that their
grading will only have a minimal impact on whether
or not they are granted a
position.

We must be honest with gradings - they are good for
us! We are the ones who
feel warm and fuzzy about them - arbitrating on
which essay is better
written, who put in more hours of research, who
introduced the most
enlightening concepts etc. etc. - no-one else. The
student comes in first,
second, fifth, 100th, and after the initial glow (or
disappointment) is gone
the best they can say is thank goodness school is
out! Parents like them
because it flatters their ego ("She got the brains
from her mother"), but
that still doesn't get them a job. The average
employer (unless he/she is
him/herself an intellectual snob) doesn't really
care one way or the other.
"My company is going to be the best and the fact
that you came in 92nd in
your year doesn't take away from the fact that I
think you're the best
person to help us achieve this."

From the student's point of view, the use of
gradings means learning becomes
a contest which, as many of us would well know, some
students will do
anything to be the champion at. Spend time working
with a mixture of Asian
and European students and you will quickly see what
I mean.

The sooner we are honest about this the sooner will
we be able to stand out
from the pack when it comes to turning our
graduateswho can make a
difference in their communities and not be just
another ex-student looking
for a job.

Phil Rutherford

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