Abstract
alternative procedures in serving two major functions of schools is considered. It is argued that on the curve is not appropriate for the selecting and sorting function of schools, by percent mastery of course material is more appropriate for the maximizing learning function, and blanket grading is appropriate for neither of these functions. In addition, feasible explanations are tentatively offered for why on the curve does not effectively strengthen the performance of some students, for the modest correlation between grades in school and subsequent success in the occupational world, and for the widespread grade inflation we are currently experiencing. It is concluded that the solution to our problems is not to do away with grades, but to do a better job of grading.
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