electra-supply.comThe start of the academic year marks a peak time for freshmen choosing courses, and alongside this comes an informal “red-black list” of recommended and discouraged classes, passed down through word of mouth from upperclassmen.
Jiang Hong (a pseudonym), a senior at a well-known university, shares her insights as someone who’s been through the process. According to her, the “red” courses on the school’s list often include comments like “Professor X’s Tai Chi class is super easy, a definite red!” This leads to a ripple effect among newcomers: “I’ll sign up for that right away!”
During interviews, reporters from China Youth Daily discovered that Jiang’s university is not alone in having such a list; many universities across the country maintain similar rankings. “Red” lists highlight courses that are easy and yield high grades, while “black” lists feature those that are tough and grade harshly. Consequently, when it comes time to register, classes led by “red list” professors are in high demand, while those on the “black list” struggle to attract students and may even be canceled due to low enrollment.
With pass rates becoming a strict standard in many universities, these red-black lists put added pressure on faculty. Teachers faced with the challenge of maintaining high academic standards may end up with lower grades among students, leading to scrutiny from their institutions for potential course adjustments. Conversely, those who adopt a lenient grading approach may see high pass rates but at the cost of overall academic quality.
This ongoing debate highlights the challenge of ensuring quality education while simultaneously avoiding one-size-fits-all approaches that could harm teaching standards. The focal question remains: should educators enforce strict standards, or take a more lenient approach that may please everyone?
Among those affected is Cai Yuandi, a faculty member at Zhejiang University City College, known for having lower pass rates in his courses. Recently, he sparked discussion by publishing an article titled “Explanation of High Fail Rates in My Three Courses” on his personal platform “Ji Ji San Ren Xing.”
In his article, Cai explained that the pass rates for his courses in Classical Chinese, Ancient Chinese Literature I, and Classical Chinese Philology were all over 30% for failing tests, leading to calls for him to clarify the situation and propose a remedial plan. He emphasized, “My dedication to teaching isn’t merely a personal choice; it’s part of who I am. I strive to maintain my integrity, and my seriousness about teaching is a reflection of that.”
There are many instances of strict teaching standards leading to poor end-of-term pass rates, which students often lament. Yet, these educators argue, “Is being thorough truly a fault?”
Assessments are a standard part of the educational experience; they serve not only to gauge student learning but also to evaluate teaching effectiveness. In higher education, monitoring course grades and establishing pass rates is not uncommon. Many institutions have detailed guidelines regarding student grade distributions, often setting limits not just for pass rates but also for high scores.
For instance, in Peking University’s regulations, it is specified that instructors must evaluate assessments fairly according to grading criteria, maintaining a reasonable balance of question difficulty and grade distribution. Generally, the rate of exceptional grades (85 and above) should not exceed 30%, and those failing (below 60%) should not exceed 10%. If certain courses exceed these thresholds, special approval is needed before grades can be submitted.
In education and psychology, it is often assumed that students’ grades will follow a normal distribution, with most students clustering around the average, while very few achieve extremely high or low marks. “It’s like a jujube seed — big in the middle, small at both ends,” said one educator.
From a university management perspective, setting explicit criteria for exceptional and pass rates might enhance efficiency, but overly rigid systems can lead to unintended issues. Based on this logic, it’s likely that Cai’s courses would find themselves on the “black list,” yet interviews reveal that students actually enjoy his classes.
In 2019, Zhejiang University City College published an accolade for Cai, describing him as “impressive and approachable.” According to this portrayal, he eschews PowerPoint presentations, dedicating himself to thorough class preparation. His class material stays fresh, attracting students back for multiple visits. Since joining the faculty in 2015, Cai has received all teaching quality awards from the media division, including four first prizes and two seconds, and his student evaluations consistently rank high.
However, due to the failure rates, the university demanded he provide a remedial plan, leading to his declaration that “my seriousness is merely to uphold my dignity.”
While this may be an individual case, it reflects a broader issue faced by many universities: how to reconcile the strict teaching demands with the administrative pressure for pass rates.
Students and educators both face a dilemma when it comes to grading. At many universities, teachers are eager to teach, and students genuinely want to learn. Yet, in certain environments, pass rates have become a straitjacket, leading to widespread apathy for both teaching and learning, resulting in the rise of easy courses.
Wen Shuangchun, Dean of the School of Microelectronics Physics and Science at Hunan University, observed an odd phenomenon: in some classrooms, even with a teacher lecturing, students would be preoccupied with their phones, largely ignoring the PowerPoint presentations. This doesn’t mean they lack interest; some students report that they feel online classes are more efficient than traditional lectures.
Wen regularly holds informal “lunch meetings” with students to hear their voices. During one such meeting, a student asked, “Can we receive credit for exams without attending class?” Representing many transfer students, this student explained problematic scheduling conflicts between required courses and their new classes. Finding a solution in exam-only credit could alleviate this issue.
Even among the undergraduate students, similar sentiments arise. Some believe that self-study is often more beneficial than certain lectures.
The issue may stem from outdated teaching methods. Wen discovered many subjects are still using textbooks that are decades old, with a traditional model of “teacher talks, student listens” prevalent for centuries. “This approach originated in the industrial age and has persisted for hundreds of years,” he noted.
In 2019, the Ministry of Education released guidelines to promote innovation in teaching and learning, emphasizing the need for faculty-wide participation in course improvements and the elimination of “easy classes.”
“However, innovating teaching methods is no easy task,” Wen remarked. Teaching methods vary, and not all resonate with students. There is a tendency for educators to revert to familiar styles they experienced as students, making tradition an easy route with less scrutiny.
Tian Mengkui, director of the Evaluation Center at Guizhou University, highlighted a concerning trend: some faculty members may prioritize research over teaching. “The promotions of younger teachers are often based on research achievements,” he explained, noting how even those who focus heavily on teaching may find little professional benefit. Moreover, many universities set strict, quantitative criteria for research outcomes while offering few measures for teaching effectiveness.
At the same time, students often prefer to invest time outside the classroom. Huang Yali (a pseudonym), who graduated in 2022 from an industrial design program in Zhejiang, noted that few of her classmates pursued careers directly related to their field. Among those who did, they shared a common trait: they enrolled in extracurricular classes to gain deeper knowledge. “Just relying on coursework makes it difficult to find job placements,” she explained, leading many to wish for simpler classes that afford them more time.
“The guidance provided to university students today is somewhat misdirected,” Tian observed, noting that students increasingly focus on whether coursework is practical or leads to good job prospects. Because societal evaluations of students revolve around research placements, exams, and job acquisition, these benchmarks become primary goals. Thus, students prefer investing in classes they find easier to manage rather than those with a perceived lack of utility.
In this changing landscape, both teaching and learning must adapt. “A great teacher,” says Lu Xiaodong, a researcher at Peking University’s Faculty of Education, “reinforces that a commitment to strict teaching yields better outcomes for the institution.”
Lu argues that enhancing undergraduate education is a “long chain” task. If universities enforce pass rates, it may inadvertently encourage leniency from instructors, ultimately leading to a decline in educational quality. Over time, this trend could detract from a university’s ability to attract students.
To改善这一现状, a transformation in assessment methods is essential. Lu advocates for shifting from a traditional percentage-based grading system to a tiered grading system. Standardized metrics promote an unhealthy pursuit of scores, often stifling creativity in students. By using a tiered system, grades may reflect a more holistic understanding, letting students take risks without fear of rigid grade penalties. This strategy could safeguard creativity and innovation in evaluating performance—something Lu believes should be a key focus for future educational reforms.
In an age of digital resources, students have a wealth of options at their disposal, offering them more control over their education. Wen believes universities should not confine students to follow the same rigid schedules but instead provide them the flexibility to learn via various platforms at their own convenience.
Drawing an analogy to online shopping, Wen suggests that students should have the option to explore and choose their learning avenues, facilitating a more tailored educational experience. Teachers meanwhile need to evolve into facilitators of learning rather than just providers of information.
Wen encourages students to take advantage of opportunities outside the classroom as well. In many situations, college courses are not overly demanding, allowing students to engage in research, sports, and practical experiences to build valuable skills for their future careers.
Tian advocates for teaching methods that are more adaptable. The integration of technology in higher education remains relatively weak, with many instructors limiting their use of digital tools to slide presentations, while leading universities are already incorporating advanced technologies such as artificial intelligence into their classrooms.
At the recent “Promoting High-Quality Development” press conference, Wu Yan, the deputy minister of education, stated the need to align undergraduate programs with broader student development, leveraging artificial intelligence to enrich curriculums and optimize talent cultivation strategies.
Many universities are exploring this direction. For example, Tsinghua University has developed AI-supported teaching assistants capable of providing around-the-clock personalized learning services, intelligent assessments, and feedback, all designed to stimulate deeper thinking and learning inspiration among students. “These advancements represent potential paths forward for undergraduate education,” Tian suggests.
“Assessment methods for university faculty should also adopt greater flexibility. Relying on a single exam to determine a student’s future is inadequate; more diverse evaluation methods should be used to assess a broad range of skills,” Tian proposed.
“While challenges in undergraduate education persist, overall, the movement toward becoming an education powerhouse continues. Reform in higher education cannot be abrupt; rather, it thrives in gradual evolution and problem-solving, ensuring that education only improves over time,” Tian concluded.
