Title: Should Grade Curves Be Applied When Some Students Earn Top Scores?
In the world of academia, grading policies can often spark debate, especially when it comes to applying grade curves. A common question educators and students grapple with is whether professors should adjust grades if some students achieve outstanding marks — such as straight A’s — in challenging courses.
Take, for example, a recent experience shared by an engineering student enrolled in a demanding introductory coding class. Despite the course’s difficulty, with exam averages hovering around the high fifties and sixties, the student was able to secure an A by excelling in projects and assignments—thanks to consistent effort and high-quality work on assignments that were straightforward to grade.
Interestingly, while some classmates expressed dissatisfaction, even formal complaints were made to the administration about their grades, citing poor performance across the cohort. However, notable is that no student failed the course; even those who struggled received passing grades, such as D’s.
This scenario raises a pertinent question: In courses where a subset of students performs exceptionally well, should the instructor impose a grading curve to adjust for overall class performance? Or should the grading system reflect individual achievement regardless of peers’ results?
The discussion surrounding grade curving hinges on multiple factors, including fairness, course difficulty, and the educational objectives. If students succeed because they mastered the material legitimately, some argue awarding true grades reflects their efforts. Conversely, others believe a curve helps standardize grading amid varied student performance, ensuring a fair distribution of marks.
What’s your perspective on this? Is applying a curve appropriate in situations where top scorers have legitimately excelled, or should grades serve as an individual measure of achievement, independent of class averages?