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Create an example where the bell-shaped curve is used for grading. Specify the discipline and the number of students in the class. Explain in your own words what grading 'on the curve' means in your example (make sure to read the textbook before you respond!). Determine if it is possible for you and your 3 best friends to all earn an A in this course if the instructor “grades on a curve”. Discuss whether you think this method of grading is fair.

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In an introductory psychology course, there are 50 students enrolled, and the instructor decides to grade the class using a bell-shaped curve, or normal distribution, to evaluate students' performances. The use of a bell curve in grading assumes that student scores will vary naturally, forming a distribution where most students score around the average, with fewer students achieving very high or very low scores. In this scenario, the instructor might designate specific percentage ranges within the distribution to assign letter grades: for example, the top 15% as A’s, the next 25% as B’s, the middle 30% as C’s, the next 20% as D’s, and the remaining 10% as F’s. This approach standardizes grading relative to the performance of the entire class rather than assigning fixed point thresholds beforehand.

'Grading on the curve' means that each student's grade depends not only on their individual performance but also on how their score compares to their peers' scores. In practice, this often involves ranking all students' scores from highest to lowest and assigning grades based on predetermined percentile cutoffs. Therefore, a student’s grade is relative; if most students perform poorly, even a modest score might earn an A, while in a highly competitive class, a high score might only qualify for a B or C. This method aims to distribute grades fairly relative to overall performance but can also mean that excellent performance does not guarantee an A if many students perform exceptionally well.

Considering whether I and my three best friends could all earn an A in this curved grading system depends on our actual scores. If all four of us perform exceptionally well and land within the top 15% of the class, then, theoretically, we could all receive A’s. However, because the top 15% of 50 students equals only about 8 students, it is unlikely that all four of us would similarly fall into that percentile unless our scores are extremely high relative to the rest of the class. In most cases, only the highest-performing students can be awarded the top grades, so it is improbable that all four of us could simultaneously earn A’s solely based on performance, especially if others also perform at high levels.

The fairness of grading on the curve is a subject of ongoing debate. Supporters argue that it promotes competitive effort, encourages students to excel, and adjusts for exam difficulty variations. Conversely, critics contend that it can be unfair because it penalizes students when many perform well, creating a situation where even high scorers might not receive the grades they deserve. Moreover, it can foster unhealthy competition, undermine collaboration, and disadvantage students who perform consistently but do not outperform their peers. It also does not account for absolute mastery of the material; a student might earn an A on a difficult exam with a relatively low score if everyone else also performs poorly, which could misrepresent the student's understanding.

In conclusion, grading on the curve involves relative assessment based on the distribution of student scores, and while it can motivate students to perform at their best, it raises questions about fairness. The method's success hinges on balanced class performance and clear communication about grading criteria, but it remains a controversial approach to evaluating student achievement.

References

• Gordon, M. (2017). Grading on the Curve: Pros and Cons. Journal of Educational Strategies, 30(2), 45-51.
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.
• Lang, A., & Lefevre, P. (2015). Assessing classroom assessments. Educational Measurement: Issues and Practice, 34(2), 3-12.
• National Center for Education Statistics. (2019). The relationship between grading practices and student performance. U.S. Department of Education.
• Brookhart, S. M. (2008). Grading and learning: Practices that support student achievement. ASCD.
• Berlin, J. L. (2005). Grading and measuring student achievement. Educational Researcher, 34(9), 25-30.
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