Measuring grade inflation: a clinical grade discrepancy score

Nurse Educ Pract. 2014 Aug;14(4):374-9. doi: 10.1016/j.nepr.2014.01.011. Epub 2014 Feb 11.

Abstract

Grade inflation presents pedagogical and safety concerns for nursing educators and is defined as a "greater percentage of excellent scores than student performances warrant" (Speer et al., 2000, p. 112). This descriptive correlational study evaluated the relationship of licensure exam-style final written exams and faculty assigned clinical grades from undergraduate students (N = 281) for evidence of grade inflation at a private undergraduate nursing program in the Northeast of the United States and developed a new measurement of grade inflation, the clinical grade discrepancy score. This measurement can be used in programs where clinical competency is graded on a numeric scale. Evidence suggested grade inflation was present and the clinical grade discrepancy score was an indicator of the severity of grade inflation. The correlation between licensure-style final written exams and faculty assigned clinical grades was moderate to low at 0.357. The clinical grade discrepancy scores were 98% positive indicating likely grade inflation. Some 70% of clinical grade discrepancy scores indicated a difference of student licensure-style final written exams and faculty assigned clinical grades of at least one full letter grade (10 points out of 100). Use of this new measure as a tool in exploring the prevalence of grade inflation and implications for patient safety are discussed.

Keywords: Clinical competence; Grade inflation; Grading; Nursing education.

Publication types

  • Comparative Study

MeSH terms

  • Achievement*
  • Adolescent
  • Clinical Competence / standards*
  • Education, Nursing, Baccalaureate / organization & administration*
  • Educational Measurement / standards*
  • Faculty, Nursing*
  • Female
  • Humans
  • Licensure / standards*
  • Male
  • New England
  • Reference Values
  • Statistics as Topic
  • Students, Nursing*
  • Young Adult