The Implications of Grade Inflation: Faculty Integrity versus the Pressure to Succeed

David E. Smith, Steven Fleisher

Research output: Contribution to journalJournal articleResearchpeer-review


The authors review current and past practices of the grade inflation controversy and present ways to return to each institution’s established grading guidelines. Students are graded based on knowledge gathered. Certain faculty members use thorough evaluative methods, such as written and oral presentations, plus examinations. Others may require only midterm and final examinations; these latter are usually insufficient to measure learning/mastery of course objectives. Supporting this study are profiles from select universities: some have undertaken the gradeinflation controversy academically; others have been profiled in the news. The model is provided to ensure that degree candidates are academic experts in their field, having earned the credential through rigorous study.
Original languageEnglish
JournalJournal of Research in Innovative Teaching
Issue number1
Pages (from-to)32-38
Publication statusPublished - 2011


  • Grade Inflation
  • Grading Practices
  • Higher Education
  • Grading Standards
  • Evaluative Methods
  • Academic Rigor

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