Abstract
It is commonly believed that the marks awarded at the end of a course reveal important information about the quality of teaching on that course. It is argued in the present paper that this assumption is unjustified for a variety of reasons: examinations are unreliable; standards vary across institutions and disciplines; markers may be biased; exams are a reactive measure; external examiners cannot guarantee standards; examinations are not valid; poor teaching does not necessarily lead to poor exam performance; exams may not reward desirable approaches to learning; students cheat; marks are often standardized; and marks are designed to tell us about students, not lecturers. It is concluded that the utmost caution must be exercised in using marks awarded as an indicator of teaching quality.
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