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