A test should be a measuring instrument; a test grade should be a measure. But differing tests for the same subject yield differing grades. In algebra or calculus or English or history or any other course, a test means whatever tester dreams up. So "lining up all the different judgments for of teachers for a given test" would give the appearance of a rubber strip stretched out.

Knowing that a student received an "A" in the given course tells the new teacher NOTHING! This BUZZINESS I corrected with my new testing methods!

Just as The Bureau of Standards changed the situation for "weights and measures", MY TESTING METHODS CHANGE THE SITUATION FOR TESTS.

On the first day of a course, I gave each student a list of "Standard Tasks to be accomplished during the semester -- in place of a "Final". This listed a minimum of all the "survival" concepts and procedures I thought a student needed in our modern society. Students studied toward the knowledge and skill to solve those problems, answer these questions.

When a student was ready to attempt one or more of these "Tasks", I gave the student a new version to attempt. If results were not completely satisfactory, nothing went on the student's record. But the student had to do this over in new versions.

This then provided me with a unique (and non-rubber) way of GRADING the student for the semester of work. If the student completed CORECTLY all 200 Standard Tasks, the student received a "Passing" Grade for the semester. Otherwise, an "Incomplete". As noted above, I gave "Fail" only if the student gave up.

Grading for the same work by different teachers, when "lined up", would vary so much that it would appear to be a rubber strip that had been stretched. Furthermore, these "percentage" or "letter" grading systems represent only a sampling of the material presented in the course, so "risks of penalizing errors of judgment can occur", as I describe elsewhere. But, in the language described there, I "SAMPLED ON THE WHOLE LOT", so such errors could not occur!

The student was given a copy of examples of all the 200 Standard Tasks required. Any teacher looking at this would know exactly what was covered in the testing. Where else would you -- or will you -- find such clear representation of the accomplishments of the student?

And what does this tell us about rubber diplomas and degrees? See how "a gentleman's C" drives Learning into Ground Zero!