{"id":1,"date":"2025-05-15T00:05:25","date_gmt":"2025-05-15T00:05:25","guid":{"rendered":"http:\/\/sh00194\/cgi\/addon_GT.cgi?s=GT::WP::Install::Cpanel+%28kbnwommy%29+-+127.0.0.1+%5Bnocaller%5D\/?p=1"},"modified":"2025-07-20T18:10:13","modified_gmt":"2025-07-20T18:10:13","slug":"hello-world","status":"publish","type":"post","link":"https:\/\/jorgemahecha.co\/es\/hello-world\/","title":{"rendered":"Un ant\u00eddoto contra la inflaci\u00f3n en las notas"},"content":{"rendered":"
\"\"<\/figure>\n\n\n\n

Grade inflation is undesirable for many reasons. It trivializes exceptional achievement and makes it seem just like regular achievement. It confounds meeting course objectives with going above and beyond them. It makes students believe that getting an A is their divine, god-given right. On the teacher’s side, in practical terms, grade inflation reveals a misscalibration of standards.<\/p>\n\n\n\n

Hay una pregunta dif\u00edcil que todo instructor deber\u00eda hacerse. Como ejercicio motivador, propongo lo siguiente: piense en ese estudiante que, contra todo su mejor juicio e instinto, aprob\u00f3 su clase. De hecho, obtuvo una nota muy buena, mucho mejor de lo que usted hubiera esperado, y no muy lejos de otro estudiante que s\u00ed destac\u00f3 excepcionalmente y lo motiv\u00f3 a ense\u00f1ar con entusiasmo. Ese \u00faltimo, comprometido y profundamente involucrado en su aprendizaje, obtuvo una A. El otro, una A-. <\/p>\n\n\n\n

The hard question this scenario is meant to motivate is: What is the lowest grade you would give someone meeting your course objectives or learning goals? Is it a B? Maybe you are thinking that everyone who meets your course goals should get an A. Then I’d argue you have a serious course design problem, unless your goals are designed to elicit exceptional behavior. It is not just “understanding the principles of X and Y” and applying them to resolving practical situations. It is mastering those principles. It is showing quality and originality that is rarely seen in the context of your course. A is reserved for exceptional performance. A- is doing very good work. B+ is good work. Good work should be rewarded. But not with A. <\/p>\n\n\n\n


B (Un 80% en nivel de logro) deber\u00eda ser la m\u00e1xima calificaci\u00f3n que un estudiante que cumple todos los objetivos de aprendizaje deber\u00eda obtener. Podr\u00eda ser menor, aunque cu\u00e1nto menor es un tema complejo. No tengo claro qu\u00e9 significa un desempe\u00f1o del 60% o 70%, o notas como C o C+. Y lo digo como alguien que en su momento se benefici\u00f3 de alg\u00fan C+ como nota m\u00ednima aprobatoria Al explorar la parte baja de la escala, tambi\u00e9n encontramos informaci\u00f3n reveladora. En muchas instituciones, una C no se considera reprobatoria. \u00bfDeber\u00eda serlo? \u00bfQu\u00e9 significa? Quiz\u00e1 que no se cumplieron todos los objetivos, o que los que se cumplieron lo hicieron de manera poco destacable. Pero, en t\u00e9rminos de desempe\u00f1o, las cosas no est\u00e1n tan mal como para obligar al estudiante a repetir el curso. <\/p>\n\n\n\n

As educators, instructors, or certifiers, we should take grades very seriously. Grades are not “just numbers” (they are not even numbers). Grades are certificates of proficiency in our respective crafts, and if we don’t take our craft seriously, our students would not either. I’ve heard criticisms of grades, saying that grades are “reductionist” and that they make learning transactional. I’d say those are precisely their main virtues. Yes, grades summarize all the wonders, processes, tasks, and everything that happened in a learning experience and turn it into just a number or a letter. It is amazing and a wonder of the world, no doubt. Do they capture the whole essence and worth of a human being? Of course not. That’s not their intended use; please never use them for that. Grades are just proficiency certificates on a very narrow slice of human experience. Grades make learning transactional, yes. Students focus too much on grades, yes, as they should if grades are assigned conscientiously and seriously. It is a transaction. It is up to us to make it a worthy and fair transaction.<\/p>","protected":false},"excerpt":{"rendered":"

Grade inflation is undesirable for many reasons. It trivializes exceptional achievement and makes it seem just like regular achievement. It confounds meeting course objectives with going above and beyond them. It makes students believe that getting an A is their divine, god-given right. 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