Professors Cede Grading Power to Outsiders- Even Computers
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The best way to eliminate grade inflation is to take professors out of the grading process: Replace them with professional evaluators who never meet the students, and who don’t worry that students will punish harsh grades with poor reviews. That’s the argument made by leaders of Western Governors University, which has hired 300 adjunct professors who do nothing but grade student work.
“They think like assessors, not professors,” says Diane Johnson, who is in charge of the university’s cadre of graders. “The evaluators have no contact with the students at all. They don’t know them. They don’t know what color they are, what they look like, or where they live. Because of that, there is no temptation to skew results in any way other than to judge the students’ work.”
Western Governors is not the only institution reassessing grading. A few others, including the University of Central Florida, now outsource the scoring of some essay tests to computers. Their software can grade essays thanks to improvements in artificial-intelligence techniques. Software has no emotional biases, either, and one Florida instructor says machines have proved more fair and balanced in grading than humans have.
These efforts raise the question: What if professors aren’t that good at grading? What if the model of giving instructors full control over grades is fundamentally flawed? As more observers call for evidence of college value in an era of ever-rising tuition costs, game-changing models like these are getting serious consideration.
Professors do score poorly when it comes to fair grading, according to a study published in July in the journal Teachers College Record. After crunching the numbers on decades’ worth of grade reports from about 135 colleges, the researchers found that average grades have risen for 30 years, and that A is now the most common grade given at most colleges. The authors, Stuart Rojstaczer and Christopher Healy, argue that a “consumer-based approach” to higher education has created subtle incentives for professors to give higher marks than deserved. “The standard practice of allowing professors free rein in grading has resulted in grades that bear little relation to actual performance,” the two professors concluded.