I met teachers whose grading philosophy was that the results has to form a normal distribution across the pool of students. If we're adopting that then we're ha

I met teachers whose grading philosophy was that the results has to form a normal distribution across the pool of students. If we're adopting that then we're having grades denoting a relative quality not an absolute one (which pretty much everyone assumes). The author may be right in her implication of faulty grading, but the evolution of grade concentrations over the span of many student generations does not necessarily denote an existing issue. The education got better over the years, maybe the results are from increased learning and teaching efficiency. Was there a test taken both now and 60 years ago and considered their respective grading results in the drawn conclusion? And finally, I don't want to criticize the author, but the idea of "world without grades" is just silly. Grades are the result of a measurement and the measurement in itself is something valuable everywhere, including in education. The author could have had a more limited claim, by only denouncing current grading practice performed at the same institutions that do the teaching.