Problems with Grading

In October of 2025, Harvard College (Claybaugh, 2025) released a report that sparked significant discussion in higher education about grading. Although the report reflects the findings from the faculty and student body at Harvard, what is happening there is likely happening in many other institutions of higher learning across the country. The data they collected prompted an extensive study of the grading policies at their college, which I believe sheds light on all of us. 

For as long as I taught at the high school level and in PA education, students' focus on grades has been a constant. But this focus, documented in research and by my own experiences, began to rise to an unhealthy and unrealistic level, creating a lot of stress and anxiety for students and faculty (Horne et al., 2022; Knesek, 2022). There are many reasons for this. But suffice to say, there is no easy, one-size-fits-all grading system or approach that is flawless. In an attempt to ascertain whether our students have attained and retained the knowledge required remains a critical part of our work. However, one thing that emerged from the Harvard study, which I think all of us agree is true, is that the current grading challenges are serious. 

Here are several of the thought-provoking highlights from the Harvard study about the forces that influence grading:

• At Harvard, average grades have been on the rise since 2010, with current data showing that 60% of grades at this institution are As, compared to 40% in 2015 and 24% in 2005  (Claybaugh, 2025). 
• An A is no longer a mark of distinction, it has become a student expectation. 

Grade inflation in higher education has been a concern since the 1990s, with rising GPAs and A's becoming the most common grades awarded in U.S. institutions (Schorr, 2025). 

The problem with so many students getting A's is the loss of distinction for those who truly and deeply understand and can apply the material, while giving those who don't the message that they do. In a field like medicine, this can be dangerous indeed. 

Another interesting point raised in the report was that the possibility that everyone can get an A if they work hard may be a contributing factor to why students today are so willing and forceful in arguing about the grades they receive when they are not what they expected or wanted. If students are used to getting A's, they expect to continue doing so. So a B becomes unacceptable, and the cause is the teacher, accused of grading too hard or not grading correctly. It seems to be a disconnect of understanding that grades are earned, not deserved. 

• Professors struggle to motivate and engage students, as students have come to see education as a transactional experience rather than a learning process.
• Students don't know how to prioritize or effectively manage their coursework loads.

 Not unique to Harvard is the near-universal belief among students in higher education that their grade is a reflection of how much effort they put in (Chew, 2025; McMurtrie, 2025b). Thus, if they spend a lot of time studying, even if it is ineffective, and if they complete all the assignments or projects in the course, they should get an A. 

However, finding ways to motivate students and accurately assess their work remains a major challenge for many faculty, who are desperately trying to come up with grading solutions that work. 

Common among faculty is noticing that students arrive in higher education less prepared for the level and rigors required for success, including a limited capacity to work independently and to read at length. Experienced faculty admit they don't expect as much from their students as they did 10-15 years ago, and that an A no longer means what it used to. 

Unfortunately, the impact of COVID on education and student learning continues to wreak havoc for both teachers and students. The changes that occurred during that time may have inadvertently led students to believe that learning was about completing tasks, showing up (attendance), and participating. Summative assessments were often dropped in favor of low-stakes quizzes, and hard deadlines and due dates were suspended. In some institutions, course letter or number grading was suspended and replaced with pass-fail grading. These adjustments likely have contributed to students' task-oriented focus and their belief that, if they've checked all the boxes, they'll get the A (McMurtrie, 2025b). Learning has been dropped from the equation. 

• Student course evaluations have taken on much more weight relative to faculty performance, and professors worry they will be penalized if they grade too hard.
• Faculty feel or are sometimes pressured to change grades by students, colleagues, administrators, program, or university leadership. 

Professors fear that if they grade tough, it will lead to negative course evaluations, and, with many institutions using these to determine faculty performance, it becomes a risk they don't want to take (Horowitch, 2025; McMurtrie, 2025a). So they make things less rigorous or give in to student pressures. This dynamic dovetails with students' perceptions that their grades are related to effort and task completion, rather than learning, and results in them being more likely to pressure teachers to raise or change a grade they don't like (McMurtrie, 2025a).

Students also tend to compare faculty and determine which are amenable and flexible with grades, versus those who are steadfast or inflexible. The latter one potentially gets more complaints. The pressure in today's academic environment is on student retention as institutions struggle financially. This also makes it harder when students get into academic trouble, such as failing and being dismissed, especially if it comes down to one course or one grade. 

The issue of grading is ongoing and difficult. I don't know of any PA program that has not had challenges. As previously stated, there is no one-size-fits-all answer. Each program must base its assessment decisions on its curriculum philosophy and design, institutional policies, and accreditation standards. And as we all know, this is not an easy feat. 

The goal of this first article was to present some of the information from the Harvard study that seemed relevant for most of us. There is so much in this report that I am going to write a follow-up article discussing some of the other issues raised. Those issues include whether the new teaching approaches many faculty have adopted, in terms of active and student-centered learning, have had unexpected and unintended consequences for grading, as well as possible options for addressing some of the challenges.

References

Chew, S. L. (2025, May 19). How students fool themselves. The Teaching Professor. https://www.teachingprofessor.com/topics/student-learning/how-students-fool-themselves/     

Claybaugh, A. (2025, October). Re-centering academics at Harvard College: Update on grading and workload. Harvard College. https://ouedocumentlibrary.fas.harvard.edu/sites/g/ files/omnuum1616/files/2025-10/Update_on_Grading_October.27.2025.pdf 

Horne, A., Yuen, J. J., Beveridge, T. S. & McLean, S. (2022, December 1). Grade-focused interactions in higher education: has the pursuit for good grades replaced learning? Adv Physiol Educ. 46(4):752-762. doi: 10.1152/advan.00021.2022. https://pubmed.ncbi.nlm.nih.gov/36264914/ 

Horowitch, R. (2025, September 12). How Teacher Evaluations Broke the University. The Atlantic. https://www.theatlantic.com/ideas/archive/2025/09/teacher-evaluations-grade-inflation/684185/ 

Knesek, G. E. (2022, April 24). Why focusing on grades is a barrier to learning. Harvard Business Impact Inspiring Minds. https://hbsp.harvard.edu/inspiring-minds/why-focusing-on-grades-is-a-barrier-to-learning 

McMurtrie, B. (2025a, November 6). Are grading practices' out of whack'? The Chronicle of Higher Education. https://www.chronicle.com/newsletter/teaching/2025-11-06 

McMurtrie, B. (2025b, November 21). Grading is broken. The Chronicle of Higher Education. https://www.chronicle.com/article/grading-is-broken 

Schorr, D. (2025, September 30). Addressing the grade inflation collective action problem. U.S. Department of Education. https://www.ed.gov/about/homeroom-blog/addressing-grade-inflation-collective-action-problem