Several of the comments (obviously from those within the teacher educator profession) were fairly dismissive:
Don't conflate the manipulation of grades with "challenging" or with how
well the assessment system contributes to learning. Students in
education classes MAY receive higher and more authentic grades because
EDUCATORS know how to teach and assess. My courses are built to support,
encourage, and allow students to revise and grow through their
assignments, which often leads to high grades, and THEY LEARN MORE than
in prescriptive and traditional classes where grades are INAUTHENTIC and
Here are a few pages of an exemplar product submitted by the instructor:
Four more pages are found here, for a total of seven pages on which we could discern even a smidgen of math content, the first criterion for assessment.
Grade inflation doesn't begin to describe the problems with teacher preparation coursework. Another large piece of the problem is that - as this example and others we have found demonstrate - it often expects little more of teacher candidates than what they would expect from the students they will soon teach.