OMICS Journal of Radiology
Open Access

Abstract

Grade inflation is defined as an increase in the number of ‘‘A’’ grades being awarded to students. This may lead to students who have the grade but not necessarily the skill to prove that they have mastered the content. Causes such as consumerism, faculty job retention, conflict avoidance, increases in faculty workload, and lack of clear grading standards have led some to question the importance of grades. Ramifications of grade inflation include degrees that may become meaningless, students, who may be unable to perform in the workplace and, in the cases of medical professionals, patients who may be put in potentially life-threatening situations. Suggestions for mitigating this trend are increasing faculty training, creating objective student assessments, and evaluating students on their overall character. Because no studies in radiologic sciences currently exist, examining grade inflation in this field is critical. Faculty and student perceptions of grade inflation in radiologic sciences should also be examined to discover, if this phenomenon exists. If grade inflation is discovered to be a problem, radiologic science educators should follow the recommendations presented in this review to mitigate this trend.

Biography

Lynette Watts is an Associate Professor of Radiologic Sciences, has been a diagnostic imaging professional since 1994, with expereince in trauma, surgical, and routine imaging procedures. She began her higher education teaching career in 2004 as an Assistant Professor of Radiologic Sciences for the Undergraduate entry-level Associate of Applied Science, Radiologic Sciences program and Bachelor of Science, Radiologic Sciences completion program. She currently teaches in the Master of Science, Radiologic Sciences program and serves on the Gunn College of Health Sciences and Human Services Interdisciplinary Committee. Her research interests are grade inflation, cyberbullying, and best practices for health sciences faculty for online learning.