Instead of imposing an arbitrary limit, why not create a clear rubric of expectations?
Re “B’s could become new A- at Harvard” (Metro, May 10): The solution to Harvard’s overabundance of A’s is simple: Instead of placing an arbitrary limit on the number of such grades given — 20 percent of students, according to a current proposal — faculty should be encouraged to write rigorous rubrics for their classes, clearly outlining what constitutes an A, a B, etc. If, for example, attendance in class is important, then that becomes part of the rubric, as does speaking out thoughtfully in class, the quality of written work — whatever the teacher feels constitutes mastery of the material.
Learning shouldn’t be a guessing game. Students may challenge the grades they receive, but a well-thought-out rubric makes it necessary for the students to prove their case, not for the faculty to justify their grade. If 50 percent of the class does A-level work, they should get an A.
Rubrics can be challenging to write, but these are Harvard faculty, and the university has an excellent teaching center to help write one for even the most complex field. This would allow students to know the requirements, make informed choices about what’s important, and choose to strive to meet the grade they want.
Donna Qualters
Peabody
The writer is a retired associate professor and former director of the teaching center at Tufts University.
Placing a cap on how many earn the highest grade sends the wrong message
I read “B’s could become new A- at Harvard” with interest. Placing a cap on the number of A’s at Harvard would send two very problematic messages right from the start of a class: Professors can’t teach everyone effectively, and many students can’t learn as well as others. While grade inflation is certainly an issue, setting arbitrary limits within an admittedly flawed system of grades and points is a blunt tool at best and harmful to teaching and learning at worst.
As an alumnus of Harvard and a professor (of biology) at Brandeis, I like to think that the subject I teach is for everyone and we are all capable of learning.
James Morris
Waltham
The writer is a professor of biology at Brandeis University.