A decade of grade inflation boosted by the COVID‐19 pandemic—An empirical analysis of a top European university DOI
Murielle François, Kristof De Witte

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: April 7, 2025

Abstract The observed decline in academic performance among 15‐year‐old students, as reported by recent OECD‐PISA surveys, alongside the democratisation of university admissions, points to a potential decrease marginal proficiency incoming higher education students. Paradoxically, grades at tertiary level have either remained stable or risen, suggesting presence grade inflation, i.e. relaxation grading standards. This trend may been amplified ‘tolerance’ ‘grade leniency’ requested during COVID‐19 pandemic. paper explores three key areas: first, existence and degree inflation from 2012 2022; second, whether pandemic exacerbated this inflation; third, effect lenient on student outcomes, including pass rates, exam participation, graduation likelihood dropout rates. Drawing data 28,520 students across 2000 courses major European with an open admission policy, panel fixed effects models reveal average modest (around 0.012–0.024 standard deviations), which significantly accelerated years, increases reaching nearly 10 times usual rate. A Coarsened Exact Matching analysis, used account for shifts demographics abilities over time, shows significant differences between weak (i.e. individuals number retake exams above 1.5 bottom 40% distribution) strong below 1.2 top 35% distribution). Grade primarily benefited weaker while stronger ones remain unaffected.

Language: Английский

A decade of grade inflation boosted by the COVID‐19 pandemic—An empirical analysis of a top European university DOI
Murielle François, Kristof De Witte

British Educational Research Journal, Journal Year: 2025, Volume and Issue: unknown

Published: April 7, 2025

Abstract The observed decline in academic performance among 15‐year‐old students, as reported by recent OECD‐PISA surveys, alongside the democratisation of university admissions, points to a potential decrease marginal proficiency incoming higher education students. Paradoxically, grades at tertiary level have either remained stable or risen, suggesting presence grade inflation, i.e. relaxation grading standards. This trend may been amplified ‘tolerance’ ‘grade leniency’ requested during COVID‐19 pandemic. paper explores three key areas: first, existence and degree inflation from 2012 2022; second, whether pandemic exacerbated this inflation; third, effect lenient on student outcomes, including pass rates, exam participation, graduation likelihood dropout rates. Drawing data 28,520 students across 2000 courses major European with an open admission policy, panel fixed effects models reveal average modest (around 0.012–0.024 standard deviations), which significantly accelerated years, increases reaching nearly 10 times usual rate. A Coarsened Exact Matching analysis, used account for shifts demographics abilities over time, shows significant differences between weak (i.e. individuals number retake exams above 1.5 bottom 40% distribution) strong below 1.2 top 35% distribution). Grade primarily benefited weaker while stronger ones remain unaffected.

Language: Английский

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