A tool exists that adjusts examination scores, often upward, to address situations where the original grades do not accurately reflect student understanding or the difficulty of the assessment. This method recalibrates the distribution of scores, aiming to align them with expected performance levels. For instance, if a large portion of students performs poorly on an exam due to ambiguous wording or unforeseen complexity, this mechanism can be employed to raise scores across the board.
The utility of such a method lies in its ability to mitigate the impact of poorly designed assessments or unexpected external factors that may negatively affect student performance. Its application aims to promote fairness and accurately gauge students’ comprehension of the subject matter. Historically, adjustments to scores have been implemented to address variations in teaching quality, discrepancies in assessment difficulty across different sections of the same course, or to maintain a desired grade distribution within a class.
