Part One
The main purpose of the article is “to assess the concept of grade inflation in higher education institutions in an effort to determine its prevalence, causes, and strategies that can be implemented to curtail it” (Tucker & Courts, 2010, p. 45). The researchers used “A literature review of the problem, as well as several strategies, are presented as possible solutions to restraining the problem of escalating grades in the college classroom” to achieve their objective (Tucker & Courts, 2010, p. 45). The authors established that “The problem of grade inflation has been a topic of concern for over a century and there are no quick fixes or simple methods of reversing this trend but there are several alternatives presented which could help curtail this trend” (Tucker & Courts, 2010, p. 45). There were several limitations that the researchers encountered. They established that Most of the research is based on anecdotal research. Furthermore, they established that very limited research has been conducted regarding how to fix this problem (Tucker & Courts, 2010, p. 46). Practical implications have been advanced, as well. The authors maintain that the research paper brings this issue to the forefront in an effort to engage the reader, college administrators and educators (Tucker & Courts, 2010, p. 47).
In the study by Tucker and Courts, the primary objective was to investigate the incidence and the potential causes of grade inflation in colleges and universities. The researchers also sought to identify the paradigms that could be adopted to curtail the issue. The researchers employed an extensive literature review to complete the inquiry (Tucker & Courts, 2010, p. 45). The main focus was on what has been reported about the issues associated with escalating grades and the solutions. It was revealed that, while quick fixes or even simple approaches for revising the grade escalation trend that has continued for a decade might not exist, there are a range of restorative options. As a research implication, the researchers documented that most of the literatures that they reviewed were founded on anecdotal research. This necessarily means that little or no inquiry has been made to address the existing challenges (Tucker & Courts, 2010, p. 45). Practically, the authors revealed that college administrators, readers, and educators have to be involved in solving the issue. The researchers propose that the pass/fail grading systems; the articulation of grading expectations and distributions; the commitment to academic excellence, a focus on grade v. entitlement; and the separation of instructor evaluations from student evaluations were some of the likely strategies that could produce effective outcomes (Tucker & Courts, 2010, p. 46).
Part 2
Part 3
Reference
Borsdorf, L. and Boeyink, L. (2011). Physical best activity guide: Elementary level. New York: Human Kinetics
Price, C. and Wix, J. (2002). Operate a personal computer (Windows 200. New York. Prentice Hall Press.
Tucker, J., & Courts, B. (2010). “Grade inflation in the college classroom.” Foresight: The Journal of Futures Studies, Strategic Thinking and Policy, 12(1), 45–53.
