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 to recognise the knowledge that education provides resulting in grading that downplays epistemological determinants of the learner and concomitant environmental bearings. Historically, when the idea of the bell curve entered into intellectual lexicon in the 18th century the
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