The idea behind “contextual grading” is that student grades convey more information when they are reported along with class averages. Getting an A in a class where almost everyone gets an A doesn’t necessarily mean much learning, while getting an A where most of the students came away with B or C grades shows accomplishment. This idea is gaining traction, and in Friday’s Pope Center piece, UNC student (and one of the Center’s interns this summer) Lea Palmer writes about it.