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In this article, its author claims that grade inflation is a serious problem; despite this, it is not paid enough attention and almost is not discussed. Therefore, the author chooses to present the overview of both the consequences and causes of grade inflation with the aim to start the discussion of the issue.
At first, the author deals with the consequences of grade inflation at different stages of education and presents them in the form of a list. Uva states that even within elementary and high school, the negative influence of this process is visible because putting incorrect marks results in improper placement of students in groups. Consequently, for many of them it is difficult to cope with pressure and they give up learning. If placed in a group they suit, they could achieve better results. In other words, the author’s point is that the roots of grade inflation should be looked for at schools where its negative influence is seen even at elementary level. Also, the author analyses the consequences of inflated grades for colleges, labour market as well as for students themselves. More specifically, Uva traces the progression of inflation as it starts at school and develops up to student’s graduation and job search. The author bases his argument on the statistical data from his region where almost a half of seniors graduate with excellent marks, and this makes the colleges increase heir quotas. As a result of exaggerating marks, more deserving students can be rejected. By this, Uva once again highlights the idea that the problem of grade inflation takes it rise from schools.
The second main point of the article under consideration is the causes of grade inflation. In particular, Uva analyzes the influence of parents, schools as educational institutions, and teachers and professors as the major catalysts of the development of grade inflation in the country. The author claims
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