One of the largest studies on grade inflation was a retrospective study that spanned 70 years and included 1.5 million students in 135 colleges and universities (Rojstaczer & Healy, 2012). They found the current average college grade is an A, which has increased 12% since 1988. Much has been written about grade inflation and the failure to fail students in nursing education. (Donaldson & Gray, 2012; Elie, 2017; Paskausky & Simonelli, 2014; Prichard & Ward-Smith, 2017). Recently, Docharty and Dieckmann (2015) found that 43% of nursing faculty had assigned grades that were higher than what was merited.
The gap between grade expectations and actual grades has also received attention in the educational literature. Garces-Ozanne and Sullivan (2014) found that grade expectations were significantly different than actual grades received. They also found that when students received lower grades than expected, they believed they were either graded unfairly or that they were “not good enough” (p. 96). Hossain and Tsigaris (2015) also found an inverse relationship between grade expectations and actual grades received. However, they also found that expectations became closer to reality as the student progressed through the program. In a study of 1,015 students enrolled in an anatomy and physiology class, 65.5% overestimated their final grade with 29% overestimating by two to four letter grades (Sturgess, et al., 2016).
In contemporary society, grades matter. According to the National Association for College Admission Counseling grades were the most important factors for freshman college admission (Clinedinst, Korangteng & Nicola, 2015). This was also true for transfer students. Further, a recent meta-analysis revealed a positive correlation between high school Grade Point Average (GPA) and college success (Westrick, 2015). Similarly many graduate and doctoral nursing programs require a certain GPA for admission. Grades can also affect self-esteem. Khan and Ramzan (2017) found that in a sample of 150 undergraduates students, good grades were positively correlated with positive self-esteem. Further, they found that authoritative parenting was linked to academic grades and permissive parenting was not. For students, parents and teachers, grades often take on a personal significance and display a variety of emotions.
The educational literature is replete with strategies and research regarding how to evaluate and assign grades, the effects of grade inflation, and the disconnect between student expectations and actual grades received. Yet, there is a paucity of empirical evidence about what those grades mean to nursing students. Using a Heideggerian hermeneutical phenomenological approach, this study sought to illuminate and understand the meaning of grades for students at the undergraduate (ADN and BSN), graduate (MSN) and doctoral (PhD and DNP) levels of nursing education. Forty nursing students from 15 different nursing programs participated in this research. Human subject approval was acquired, and informed consent was obtained. Unstructured, face to face interviews were conducted in which the students were asked: ‘Tell us about a time that stands out to you when you graded. Now reflect on your story and describe what this experience meant to you.’ Interviews were taped and transcribed verbatim. Hermeneutic analysis (Andrews et al., 2001; Ironside, 2005; Smythe et al., 2007) bears witness to how a person experiences something. The researchers engaged in circles of understanding that deepened as the interview texts were read and analyzed. Through rigorous interpretation, meaning, experiences, and judgments were conveyed. Data analysis revealed several themes. The themes: Needing an A and Struggling with Average will be discussed during this presentation. Excerpts from the student stories will be read and interpretations of the narratives will be shared.
Grade inflation, academic entitlement, incivility and grades are hotly debated topics among students, faculty and the general population. The purpose of this presentation is not to valorize or demonize the use of grades in education. Rather, sharing these stories may initiate a much needed discussion among nursing faculty and students about grading (McConlogue, 2012). According to the NLN (2012), evaluation strategies should promote collegial dialogue and interaction among faculty, students and other professionals. The presenters will discuss how the students’ stories of being graded has changed and inspired them. For students, grades are very powerful. Implications for nurse educators will be discussed. Specifically faculty will be encouraged to open the dialogue about grades with their students. With ongoing dialogue about grades, not only will teachers and students share the meaning of the grade experience, they can make a significant difference in student teacher relationships.