Grading
(multiple articles, I think)
- standard
- curve

A standard is attractive,
  and good if it's feasible.
Often it isn't

a standard "got 90/100 points" is not very meaningful;
"can do following things" is good
EG for linear algebra:
- multiply matrices
- solve a system of linear equations
- compute eigenvalues and eigenvectors

Note that the above are computations, procedures.
[could also give:
 "can compute (certain) contour integrals"
 "can compute cohomology algebra of (certain spaces)"
 procedures needn't be easy!]

For "understanding", a standard is *hard*

issues for standard:
- are you going to fail people?
- is that how grades are interpreted?

comparing grades across sections of a given class
  (in a given year, and year-to-year)
  ...and different classes,
  and different schools

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who is the audience for grades?
- students?
  Why not give better feedback?
  Only function of using a grade for feedback are:
  - they understand it
  - they take it seriously

- parents?
  again, talk / write to them

- scholarship granters?
- future employers?

tempting to give all A's:
  makes students happy, and they're in front of you!
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A standard curve (handed down from university)
...at least makes grades have a meaningful standard
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What does an 'A' mean?
- easy class (everyone gets As)
  + soft teacher
  + student took it for that
- grade inflation at college

Indeed, a B can be good (C average or hard class) or bad (A average or easy class).
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*Transparency*
"add 'em up and divide" is transparent.

Accuracy and transparency can be at odds
(EG of Cricket scoring: how to score winner/loser for a game finished early)
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Statistics!

Distinguish?

Then you should use a statistical test,
like a t-test!
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