If a professor is manipulated by the students to give them the grades they want, then this may misguide students to believing that manipulating numbers is right. This notion is reiterated by Uva (n.d) who posits that grade inflation gives the wrong picture to the students that numbers can be stage-manage hence being ingenious in terms of stage-managing figures in the field of accounting. All these three authors in their articles postulate that grade inflation could lead to unethical practices in future due to competiveness and the view that stage-managing numbers are the right way to achieving good results. Contrary to the widely believed concept supported by evidence that grade inflation negatively affects how people learn and also impacts negatively on the society, they are some people who still believe that grade inflation is justified. According to Uva (n.d), there are views that giving low scores or ratings at junior level classes could give a negative picture to the student that he or she is not aggressive enough to succeed. In other words, this could be extrapolated to mean that inflated grades give hope to the students that they have a chance to succeed. The Consequences and Causes of Grade Inflation.
Uva, E. (n.d). The Consequences and Causes of Grade Inflation. Retrieved from http://montrealteachers4change.org/2013/04/20/the-causes-and-consequences-of- grade-inflation/
Kohn, A. (2002). The Dangerous Myth of Grade Inflation. The Chronicle of Higher Education, 49(11), B7.
Shepard, A. C. (2005, June 5). A's for Everyone. Washington Post. Retrieved from https://www.cpcc.edu/cpcc/millennial/presentations-workshops/faculty-or-all-college- workshop/3%20-%20As%20for%20Everyone.pdf
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