> This is why trying to rank/judge/grade everyone by a uniform standard is almost universally terrible. The point of grades on a universal standard ought not t

> This is why trying to rank/judge/grade everyone by a uniform standard is almost universally terrible. The point of grades on a universal standard ought not to have anything to do with the students; it should serve as a diagnostic metric for the teacher. And it can be far more coursely grained than it often is today. In fact, most teachers don't need a finer signal than number of passing and failing students to figure out how well they are doing. Much like I use the uptime percentage as a signal for which code needs bugfixes and how bold I can be when introducing new features, the teacher can use the fraction passing to determine what needs to be taught differently and how quickly to introduce new material. Of course, schools don't work in a way that makes teacher-led learning possible...