Ready to Find Out What Research Tells Us about Grading and Grade Inflation? Buckle Up! with Josh Eyler

Josh Eyler (https://cetl.olemiss.edu/about/contacts/#:~:text=ejdonaho%40olemiss.edu-,Josh%20Eyler,-Director%20of%20CETL), author and Director of the Center for Excellence in Teaching and Learning at the University of Mississippi, recently posted (https://www.linkedin.com/posts/joshua-eyler-88583338_ai-means-professors-need-to-raise-their-grading-activity-7107753567318364160-4e2Z/) a rebuttal on LinkedIn to an article in The Chronicle of Higher Education, in which he wrote, “Grade inflation is a monster that is often trotted out by folks who wish that grades were objective, accurate measures for both learning and rigor in the course. They're neither.” Today we speak with Josh to unpack this provocative quote and other persistent dead ideas around grading and grade inflation.Resources* LinkedIn post (https://www.linkedin.com/posts/joshua-eyler-88583338_ai-means-professors-need-to-raise-their-grading-activity-7107753567318364160-4e2Z/) by Josh Eyler* How Humans Learn: The Science and Stories behind Effective College Teaching (West Virginia University Press, 2018) by Josh Eyler* “A Century of Grading Research (https://journals.sagepub.com/doi/10.3102/0034654316672069): Meaning and Value in the Most Common Educational Measure (https://journals.sagepub.com/doi/10.3102/0034654316672069)” in Review of Educational Research (2016) by Susan Brookhart et al.  * Forthcoming book: Scarlet Letters: How Grades are Harming Children and Young Adults, and What We Can Do about It (Johns Hopkins University Press) by Josh Eyler