History of Grading
Keith Hoskin argues that the concept of grading students' work quantitatively was developed by a tutor named William Farish and first implemented by the University of Cambridge in 1792. Hoskin's assertion has been questioned by Christopher Stray, who finds the evidence for Farish as the inventor of the numerical mark to be unpersuasive. Stray's article elucidates the complex relationship between the mode of examination (testing), in this case oral or written, and the varying philosophies of education these modes imply, both to teacher and student. As a technology, grading both shapes and reflects many fundamental areas of educational theory and practice.
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Famous quotes containing the words history of, history and/or grading:
“There is no history of how bad became better.”
—Henry David Thoreau (1817–1862)
“There has never been in history another such culture as the Western civilization M a culture which has practiced the belief that the physical and social environment of man is subject to rational manipulation and that history is subject to the will and action of man; whereas central to the traditional cultures of the rivals of Western civilization, those of Africa and Asia, is a belief that it is environment that dominates man.”
—Ishmael Reed (b. 1938)
“The only phenomenon with which writing has always been concomitant is the creation of cities and empires, that is the integration of large numbers of individuals into a political system, and their grading into castes or classes.... It seems to have favored the exploitation of human beings rather than their enlightenment.”
—Claude Lévi-Strauss (b. 1908)