首先要注意到等级通货膨胀的原因。正如Rojstaczer和Rojstaczer(2010年)所言，“教师对教学和评分的态度经历了一场深刻的转变，与越南战争相吻合(见下图)。许多教授，当然不是所有人，甚至是大多数人，都认为分数不是激励的有用工具，不是评估的有效手段，并为学习创造了一个有害的专制环境。这一转变是现实生活中的一种。在上世纪60年代，全职男性大学生被免除服兵役。如果一个男大学生不及格，他很有可能会在越南战争中成为一名士兵，这是一场在致命战场上非常不得人心的冲突。在一定程度上，由于人们对教学性质的态度发生了转变，部分原因是为了确保男性学生能保持自己的全职地位，成绩迅速上升。直到20世纪80年代，分数开始再次上升时，才出现了一种暂时的通货膨胀。一种新的风气在大学领导中形成。学生们不再被认为是在寻找知识的助手。而不是他们的客户
加拿大会计学论文代写:通货膨胀的原因
It is important to note the causes of grade inflation in the first place. As stated by Rojstaczer and Healy (2010), "Faculty attitudes about teaching and grading underwent a profound shift that coincided with the Vietnam War (see graph below). Many professors, certainly not all or even a majority, became convinced that grades were not a useful tool for motivation, were not a valid means of evaluation and created a harmful authoritarian environment for learning. Added to this shift was a real-life exigency. In the 1960s, full-time male college students were exempt from the military draft. If a male college student flunked out, chances were that he would end up as a soldier in the Vietnam War, a highly unpopular conflict on a deadly battlefield. Partly in response to changing attitudes about the nature of teaching and partly to ensure that male students maintained their full-time status, grades rose rapidly". Then there seemed to be a lull in grade inflation until the 1980's when grades began to rise again. "A new ethos had developed among college leaders. Students were no longer thought of as acolytes searching for knowledge. Instead they were customers
