Published Authors
Application Of The Normal Curve In Learners' Educational Assessment: An Epistemological Fallacy That Requires A Paradigm Shift To Continuous Trilogic Assessment (cta)
Ritualistic application of the bell curve in learners’ educational assessment is probably an epistemological fallacy that has unnecessarily persisted for decades. Determining learning outcome of learners cannot fit the description depicted by a bell curve because human behaviour is multifaceted and each human being is a unique personality. The persistent use of the bell curve to describe learners’ achievements fails
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