Abstract
When the grade distribution within a course shifts towards higher grades, it may be due to grade inflation or grade improvement. If the positive shift is accompanied by an increase in achievement or learning, it should be considered grade improvement, not grade inflation. Effective learning-centered teaching is designed to promote student learning due to increased responsibility for learning, engagement with course material, and opportunity for formative assessments prior to summative assessments of course learning outcomes, which leads to improved grades. We suggest ways that faculty members practicing learning-centered teaching can collect and analyze data to support increased learning and grade improvement.
This is a preview of subscription content, log in via an institution to check access.
Similar content being viewed by others
References
Alexander, P., & Murphy, P. (1998). The research base for APA's leaner-centered psychological principles. In N. M. Lambert & B. L. McCombs (Eds.), How students learn (pp. 25–60). Washington, DC: American Psychological Association.
Alsardary, S., Pontiggia, L., Hamid, M., & Blumberg, P. (2011). Primary trait analysis to assess a learner-centered, upper-level mathematics course. PRIMUS: Problems, Resources and Issues in Mathematics Undergraduate Studies, 21(4), 303–315.
Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27(6), 12–25.
Bejar, I. I., & Blew, E. O. (1981). Grade inflation and the validity of the Scholastic Aptitude Test. American Educational Research Journal, 18(2), 143–156.
Bloxham, S., & Campbell, L. (2010). Generating dialogue in assessment feedback: exploring the use of interactive cover sheets. Assessment & Evaluation in Higher Education, 35(3), 291–300. doi:10.1080/02602931003650045
Blumberg, P. (2000). Evaluating the evidence that problem-based learners are self-directed learners: A review of the literature. In D. H. Evensen & C. E. Hmelo (Eds.), Problem-based learning: A research perspective on learning interactions (pp. 199–226). Mahwah, NJ: Lawrence Erlbaum Associates.
Blumberg, P. (2007). Problem-based learning: A prototypical example of learning-centered teaching. Journal of Student Centered Learning, 3(2), 111–125.
Blumberg, P. (2009). Developing learner-centered teaching: A practical guide for faculty. San Francisco, CA: Jossey-Bass.
Blumberg, P., & Pontiggia, L. (2011). Benchmarking the degree of implementation of learner-centered approaches. Innovative Higher Education, 36(3), 189–202. doi:10.1007/s10755-010-9168-2
Boretz, E. (2004). Grade inflation and the myth of student consumerism. College Teaching, 52(2), 42–46.
Denton, J. J., & Henson, K. T. (1979). Mastery learning and grade inflation. Educational Leadership, 37(2), 150–152.
Derting, T. L., & Ebert-May, D. (2010). Learner-centered inquiry in undergraduate Biology: Positive relationship with long-term student achievement. CBE Life Sciences Education, 9(winter), 462–472. doi:10.1187/cbe.10-02-0011
Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332, 862–864. doi:10.1126/Science.1201783
Fink, L. D. (2003). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco, CA: Jossey-Bass.
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74.
Hassel, H., & Lourey, J. (2005). The de(ar)th of student responsibility. College Teaching, 53(1), 2–13.
Hu, S. (Ed.). (2005). Beyond grade inflation: Grading problems in higher education: ASHE higher education report, 30(6). San Francisco, CA: Jossey-Bass.
Kolevzon, M. S. (1981). Grade inflation in higher education: A comparative study. Research in Higher Education, 15(3), 195–212.
Lambert, N. M., & McCombs, B. L. (1998). Introduction: Learner-centered schools and classrooms as a direction for school reform. In N. M. Lambert & B. L. McCombs (Eds.), How students learn (pp. 1–22). Washington, DC: American Psychological Association.
Mahalingam, M., Schaefer, F., & Morlino, E. (2008). Promoting student learning through group problem solving in general chemistry recitations. Journal of Chemical Education, 85(11), 1577–1581.
Mostrom, A. M., Blumberg, P., Kearney, P., & Peterson, A. (2010, June). Does learning-centered teaching promote grade inflation? Concurrent Session presented at the annual meeting of the Lilly Conference. College and University Teaching and Learning, Washington, DC.
Nelson, C. E. (2010). Dysfunctional illusions of rigor: Lessons from the scholarship of teaching and learning. In L. B. Nilson & J. E. Miller (Eds.), To improve the academy: Resources for faculty, instructional, and organizational development, 28 (pp. 177–192). San Francisco, CA: Jossey-Bass.
Novak, G. M., Patterson, E. T., Gavrin, A. D., & Christian, W. (1999). Just-in-time teaching: Blending active learning with web technology. Upper Saddle River, NJ: Prentice Hall.
Porter, J. A., Wolbach, K. C., Purzycki, C. B., Bowman, L. A., Agbada, E., & Mostrom, A. M. (2010). Integration of information and scientific literacy: Promoting literacy in undergraduates. CBE Life Sciences Education, 9(Winter), 536–542.
Potter, W., Nyman, M. A., & Klumpp, K. S. (2001). Be careful what you wish for: Analysis of grading trends at a small liberal arts college, grade inflation or progress? College and University: The Journal of the American Association of Collegiate Registrars, 76(4), 9–14.
Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.
Seligman, D. (2002). The grade-inflation swindle. Forbes Magazine, 6, 94.
Shin, J. H., Haynes, R. B., & Johnston, M. E. (1993). Effect of problem-based self-directed undergradaute education on life-long learning. Canadian Medical Association Journal, 184(6), 969–976.
Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology: A meta- analysis. Review of Educational Research, 69(1), 21–51.
Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco, CA: Jossey-Bass.
Acknowledgments
We thank Jason A. Porter, University of the Sciences; John Immerwahr, Villanova University; and three anonymous journal reviewers for their critical review of this manuscript.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Mostrom, A.M., Blumberg, P. Does Learning-Centered Teaching Promote Grade Improvement?. Innov High Educ 37, 397–405 (2012). https://doi.org/10.1007/s10755-012-9216-1
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10755-012-9216-1