还有一些持相反观点的人认为，等级的通货膨胀是不存在的。正如Kohn(2002年)所指出的那样，“即使是现在的分数比现在高，这也不能证明他们是被夸大的。”批评家们的责任在于证明那些更高的等级是不应得的，而且人们可以引用任何其他的解释。也许学生们正在转向更好的作业。也许教练对他们的分数太吝啬了，变得更合理了。也许评估本身的概念已经进化了，所以今天它更多的是一种允许学生展示他们所知道的东西而不是对他们进行分类或者“抓住他们”(p.B8)的方法。我的反驳是，多年来，人们的态度不仅改变了学生、教授和机构。机构不仅对提供教育最好的兴趣，他们对教育事业不感兴趣，他们对教育事业感兴趣。简单地说，如何赚到最多的钱。教授们对保住自己的工作很感兴趣，让机构对他们满意。如果他们的成绩不好，学校就会认为他们的教学能力很差，而学生们，因为他们在为自己的教育买单，就会觉得有资格获得好成绩，或者给他们的老师一个不利的评价。
加拿大财经学作业代写:评估本身的概念
Then there are those with opposing viewpoints that grade inflation is nonexistent. As Kohn (2002) states, "Even where grades are higher now as compared with then, that does not constitute proof that they are inflated. The burden rests with critics to demonstrate that those higher grades are undeserved, and one can cite any number of alternative explanations. Maybe students are turning in better assignments. Maybe instructors used to be too stingy with their marks and have become more reasonable. Maybe the concept of assessment itself has evolved, so that today it is more a means for allowing students to demonstrate what they know rather than for sorting them or "catching them out" (p. B8).My rebuttal is that over the years attitudes have changed not only of the students, the professors and the institutions. Institutions are not just interested in being the best in providing education, they are not interested in the education business, they are interested in the business of education. Simply put how to make the most money. Professors are interested in keeping their jobs by keeping institutions happy with them. If they give poor grades institutions will think that their teaching ability is poor and students, since they are paying for their education, feel entitled to get good grades or they may give their instructor an unfavorable evaluation.