Stephen Black wrote:
> When I give an exam, its point is to see how
> well the students have learned the course material, not to compare
> them with each other. So the mark is an absolute indicator, not a
> relative one.
Isn't it a little bit of both? How do you know the right amount of material
to present, so that it is challenging, yet reasonable? I would think this
would be based on experience with past students' ability to comprehend the
material. Some students can (and choose to) comprehend more than others,
and unless you are willing to teach to the "lowest common denominator," the
grade is a relative indicator.
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