'We Must Think Anew'
Abstract
Testing and grading are ubiquitous emotional enterprises in colleges and universities, and neither activity receives much thoughtful consideration. Almost all undergraduates and faculty are involved, and many administrators are engaged in one way or another. Tests and grades are central in the minds of students. Tests and grades are peripheral in the minds of faculty. Administrators and the public accept the end products-the letter symbols and those distorted GPA numbers-at face value. The three entwined forces of course tests (whatever their quality), the resulting letter symbols, and the ultimate statistical GPA absurdities tend to be seen as disparate. In fact, they combine as a powerful primary force toward and determinant of student learning. The several components of testing and grading receive far less intellectual attention than do other features of undergraduate instruction.
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