Abstract
This article examines the issue of grade inflation and deflation in communication service courses, framing it as a balance between the values of democracy and excellence. The democratic approach, associated with assigning higher grades, was influenced by the expansion of higher education in the 1960s and 1970s and the goal of motivating diverse students. The excellence approach, tied to stricter grading, reflects calls for accountability and quality in the 1980s, including national initiatives for assessment and standards. Using data from lower-division courses at Oklahoma State University, the discussion shows trends toward tougher grading but notes discrepancies between the basic speech course and other college courses. Adjustments to grading scales sought to improve fairness and clarity, while raising questions about average and below-average performance. The article concludes that grading practices must continually balance democratic access with educational quality.
Recommended Citation
Hughey, Jim D.
(1988)
"Effects of Grade Inflation on Communication Education: Service Courses,"
Association for Communication Administration Bulletin: Vol. 63, Article 8.
Available at:
https://stars.library.ucf.edu/aca/vol63/iss1/8
