You’re saying something like Cravath would improve the situation and be fairer assessments than grading on absolute scores. I was in a class where a curve was n

You’re saying something like Cravath would improve the situation and be fairer assessments than grading on absolute scores. I was in a class where a curve was non-existent - 30% of the class got above 90%, 45% got below 60%. What would be “fair” then? Perhaps methods to decouple evaluation scores from student grades should be better explored without antagonizing anyone? Perhaps scores after the first week should be compared to scores mid-way and then last? Maybe all of that temporal basis is flawed too and we need to try crazier things. A weirder option could be to randomize the evaluations given back to teachers and to have the teachers select which ones seem to be theirs and some consideration is given to professors that are accurate for themselves. Basically it’d be a test of whether a teacher could identify their own teaching methods’ strengths and faults in contrast with other teachers’ and encourage diversity in styles among faculty. If a teacher wants to grade hard, I think they should be free to do so if it’s shown to be in students’ best interests. This is vaguely similar to how classifiers in machine learning training works but with a really different goal in mind.