Grade inflation: undergraduate students’ perspective

Abstract

Purpose

The purpose of this paper is to determine whether students perceive grade inflation as a problem. It questions whether differences exist in perceptions based upon gender and grade point average (GPA).

Design/methodology/approach

Previously validated scales were used to assess perceptions. The sample included 108 full-time traditional-aged undergraduate students from a private university.

Findings

Students do not believe A grades are given more than deserved; however, they believe some receive higher grades than deserved. Grades are seen as an accurate reflection of achievement. Neither gender nor GPA differences were found on grade inflation perceptions, although women believe faculty give higher grades to receive better student evaluations.

Originality/value

This paper combines student perceptions about grade inflation and analysis by gender and GPA.

Citation

Baglione, S.L. and Smith, Z. (2022), "Grade inflation: undergraduate students’ perspective", Quality Assurance in Education, Vol. 30 No. 2, pp. 251-267. https://doi.org/10.1108/QAE-08-2021-0134