May
21, 2004
James
Harold Takes On Grade Inflation
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A grading contract sounds like something
you’d expect to find in a business school rather than a
liberal arts classroom. But here at Mount Holyoke, James Harold,
assistant professor of philosophy, is using a grading contract
system this semester in his medical ethics course. So far he’s
pleased with the results.
The principle is simple enough, Harold explained. At the beginning
of the semester, students choose one of four options. The A/A-
contract demands the highest level of achievement, while the
lowest option, the C-/D- contract, is satisfied by adequate participation.
Students may renegotiate contracts during the semester if they
feel it necessary.
Harold first starting thinking about grading contracts while in graduate school
at University of Minnesota, where several professors used them “with varying
degrees of success.” He raised the subject last year in a faculty seminar
and was encouraged by his colleagues to try it. Like many in academia, he has
become increasingly disheartened by grade inflation. “There is pressure
for faculty to lower the standards for what we expect from students. It makes
our jobs easier when we just accept lesser quality work. That’s not the
way I want to go.” Harold explained that without a specific grading contract,
students complained that the course expectations were not clear and that they
did not have enough time to meet them. He believes that the grading contract
will enable him to maintain high standards while letting students know exactly
what they must do to meet those standards.
A contract is a two-way obligation and Harold’s side of the bargain is
substantial. He is committed to providing students with the opportunities and
resources to succeed. This means working closely with the 40 or so students in
the class and giving them limitless opportunities to rewrite papers. “A
crucial part of the grading contract is you have to give some opportunity for
students to revisit assignments so that they can master the skills,” said
Harold. “It takes practice and repetition.”
Faculty colleagues are impressed by Harold’s willingness to spend so much
time working with students on paper revisions. Penny Gill, Mary Lyon Professor
of the Humanities and professor of politics, said, “Revision is the critical
stage of writing anything. James has probably invented the most thorough way
of teaching the value of revision, and encouraging students to revise repeatedly,
that I have ever heard of. And I have no doubt it will be of enormous help to
the students who engage with him in this way.”
Harold said that some students have been frustrated at their inability to meet
the requirements for an A. “They can renegotiate their contract, but they
don’t want to. Students are extremely grade conscious. Students have a
wide range of backgrounds and writing experience. This is a challenging course,
and some may not have the necessary skills or the time to master them. I don’t
want to create unrealistic expectations for students, and I want to make sure
I prepare them.”
Students in the class were generally positive about the contract system.“The
grading contracts provided a straightforward outline of expectations from day
one of the class,” said Katie Kraschel ’06. “Standards were
very high to get a strong grade, but the opportunity to rewrite papers meant
that if you put in the time and effort you could work to meet the high expectations.
I knew that when I got an A-level grade that I had earned it, and the same will
hold true for final grades for the class. The thing I liked best was that rewriting
forced us to improve. I know my writing improved significantly this semester.
He required us to meet very high standards. I appreciated that he obviously also
held himself to a high standard.”
Harold admitted that the contract system has made more work for him because so
many students have submitted multiple revisions of papers, but he believes it’s
worth it. “The best part of it for me is that I am seeing some students
who are taking the opportunity to master the skills necessary to get a high grade.
That’s exciting.”
Harold said he is curious to read the teaching evaluations for the course. “It’s
OK if they consider me tough, but I hope they can’t accuse me of being
unfair,” he said. Depending on the feedback he receives, he will tailor
the contract system and use it in some of his courses next year.
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