Measuring the progress of any endeavor requires a definition of success. Education, by its very nature, is difficult to ascribe a single definition of success; “making people smarter” is far too broad and subjective, while “increasing the IQs of students” is perhaps too esoteric and subject to debate over the role of genetics and other uncontrollable factors. Measuring progress is similarly fraught in the academic sector. Grades have been a target of considerable suspicion for some time now, and rightly so: everything from grade inflation to instructor subjectivity makes grades an altogether blunt and misleading metric. There again, what do …
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