Fantastic point. Spot on.
According to the report, grades “have a motivational function by encouraging, or not, activities of various sorts.”
Well that actually makes no sense. Look, I can be this report to: “ergo my face, ipso facto your face, quantum of solace #skyfall.”
Anything can be a motivation, or not a motivation, to do activities of various sorts.
According to the report, grades “serve the selecting and sorting functions of society by signaling to outside entities the strengths and weaknesses and overall capacity of individual students.”
I’m sorry, when you say weakness, did you mean areas for potential improvement?!
According to the report, “the percent of high grades (90-100) in 1963 was 10 percent.”
Maybe this is because there were no women or minorities here and everyone was racist and mean, so they all got C’s, except for the 10 percent of them that supported equality.
According to the report, that number rose to 62 percent in 2012.
Maybe that’s because we don’t have to hand-write papers anymore and we can use Google translate. Ooops.
To fix the problem of grade inflation that this report found, they submitted the following proposal:
Require the chair of each department to submit and written report to the dean of Yale College each year on the department’s grading policies, with the expectation that departments will meet on a regular basis to discuss their grading practices and policies.
Tickets for the meeting go on sale tomorrow at 7 a.m. Looks like I’m pulling an all-nighter!