Article Summary:
This interesting opinion piece from Daniel Pink explores the phenomenon of grade inflation in higher education, highlighting how average GPAs have significantly increased at prestigious universities like Harvard and Yale. Once a rarely awarded mark, A’s now comprise a majority of grades, reflecting a broader trend of grade escalation.
The text traces the historical development of grading systems, noting that letter grades are a relatively recent educational invention. Introduced in the late 19th century, grades were initially designed for institutional efficiency rather than student learning. They provided a convenient way to evaluate and communicate student performance as educational systems expanded.
However, the article argues that the grading system is fundamentally flawed. Grades are inconsistent, varying between professors and institutions, and can be influenced by subjective factors. Moreover, they often shift students’ focus from genuine learning to merely achieving high marks.
Research demonstrates that grade-oriented approaches can be counterproductive. They tend to:
– Promote short-term performance over long-term understanding
– Encourage superficial studying
– Potentially increase cheating
– Undermine intrinsic interest in learning