Examining the Relationship Between Grading Leniency and Reliability During the COVID Shock

Abstract

This study examines faculty grading styles and student effort during the implementation of student-friendly grading policies amid the COVID-19 pandemic. Building on Millet’s (2018) methodology to quantify grading reliability and leniency, we use institutional data that distinguish between instructor-assigned grades and final posted grades affected by pandemic-era policies. Our analysis reveals that many instructors adopted stricter grading practices during this period. In contrast, there is no evidence that students adjusted their classroom effort strategically in response to the more flexible grading options. These findings suggest that grading behavior shifted, while student engagement remained relatively stable.