Grade Inflation: Academic Standards in Higher Education
ISBN-13:
9780791474983
ISBN-10:
0791474984
Edition:
Illustrated
Author:
Lester H. Hunt
Publication date:
2009
Publisher:
State University of New York Press
Format:
Paperback
252 pages
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Book details
ISBN-13:
9780791474983
ISBN-10:
0791474984
Edition:
Illustrated
Author:
Lester H. Hunt
Publication date:
2009
Publisher:
State University of New York Press
Format:
Paperback
252 pages
Summary
Grade Inflation: Academic Standards in Higher Education (ISBN-13: 9780791474983 and ISBN-10: 0791474984), written by authors
Lester H. Hunt, was published by State University of New York Press in 2009.
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Description
An authoritative and provocative discussion of the key issues surrounding grade inflation and its possible effects on academic excellence.
This book provides a provocative look at the issues and controversies surrounding grade inflation, and, more generally, grading practices in American higher education. The contributors confront the issues from a number of different disciplines and varying points of view. Topics explored include empirical evidence for and against the claim that there is a general upward trend in grading, whether grade inflation (if it exists) is a problem, which ethical considerations are relevant to grading, and whether heavy reliance on anonymous student evaluations of teaching excellence has a distorting effect on grading practices. Finally, the contributors offer contrasting perspectives on the prospects for reform.
This book provides a provocative look at the issues and controversies surrounding grade inflation, and, more generally, grading practices in American higher education. The contributors confront the issues from a number of different disciplines and varying points of view. Topics explored include empirical evidence for and against the claim that there is a general upward trend in grading, whether grade inflation (if it exists) is a problem, which ethical considerations are relevant to grading, and whether heavy reliance on anonymous student evaluations of teaching excellence has a distorting effect on grading practices. Finally, the contributors offer contrasting perspectives on the prospects for reform.
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