Grading on a curve contorts test results
I can confirm that one of the primary purposes of assessment is to measure students’ learning of course material. Grades also provide information regarding students’ readiness to practice as a professional in many fields (“For whom the bell curve tolls,” Feb. 22).
Although it is common practice, grading on a curve (also known as norm-referenced) should be used with caution because it only describes how students performed on an exam compared to others taking it. It does not accurately measure student learning.
Grading on a curve may in fact be considered a subtle form of grade inflation.
Tests based on criterion-referenced grading (also known as absolute or competency-based) represent a better picture of students’ acquisition of knowledge and skills. The goal of criterion-referenced grading is to evaluate how well each individual student has learned course material.
Instructors set specific standards that must be met to achieve each grade level in this type of system; all students who reach the standard receive the designated grade. All students may pass or all students may fail the course; there is no predetermined standard distribution of scores.
Unfortunately, many professors mistakenly believe that this leads to grade inflation.
I am available to work with professors who would like to transition from norm-referenced grading to criterion-referenced grading. I can also work with departments to develop standard grading guidelines that reflect student learning.
Julie-Ann M. McFann Faculty development coordinator, Office of Instructional Development