Comment Re: It's all about definitions. (Score 1) 69
In an elite school it doesn't seem there would be a whole lot of "year full of dumb people" happening.
In a given class, though, there will be variation. If your grade depends not just on how well you did, but on how well the other people in your class did, it's a fundamentally useless metric, because you can have one person who just happens to get into a couple of classes where half the people were valedictorian, and ends up with a B, while another person in the same year who takes classes in a different semester or ends up in a different section of the same class with different cohorts, turns in exactly the same quality of work, and gets an A.
Any sort of stack ranking makes grading completely and totally worthless, even when evaluating people who were at the same school at the same time. It literally tells you nothing more than that a particular student was better than the people in that specific section of that specific class.
This sort of stack ranking also creates a strong disincentive for smart people to take classes with a smaller numbers of students, because the variability in quality of students will be higher.
I would say that any sort of limits like this should be applied over a five-year rolling window, and including all sections taught by a specific professor. That way, a professor who is approaching the threshold can adjust the grading slightly overall to stay within the limits without excessively penalizing students in a section that has all really smart people.
Alternatively, you could provide an escape hatch where a professor can justify exceeding the policy on a one-off basis, but where it has to be independently reviewed, and if it keeps happening, it becomes a problem for the professor.
If you don't do one of those two things, then what you're doing is causing artificial grade *deflation*, which results in an unfairly/randomly biased ranking signal. And I'm of the opinion that doing so makes grades even less useful than their current questionable level of utility.
Or we could just acknowledge that grades are a poor measurement of students' ability in the real world and abandon them entirely, replacing them with pass/fail signals, where each subject area within a course must provide a pass signal for the class as a whole to be passing. Better yet, make it tristate: P, NMP, F, where P means it should count across the board, NMP means it is good enough to pass if it isn't a course in your major area, and F means it isn't good enough to get credit.
Let companies actually spend the time and money to interview more candidates to find out whether they are worth hiring instead of relying on noisy numeric signals as a crude filter.