The Bell curve - an introspection

An Opportunity to Brainstorm

During my casual readings today, my attention was drawn to a few lines of an article from the magazine “Psychology Today” (Dec 18, 2014) edition. The author Glenn Geher Ph.D., observed in his article:” Let’s Take the Bell Curve Away from the Classroom”:

“So, a grading distribution from a class of students in a mastery-taught class looks a bit different from a distribution that pertains to a relativistic class. While the mean, or average score, may be similar across the two classes, the pattern of variability will differ. The relativistic class, as we’ve discussed, will have a normal distribution - with few scores that are remarkably high and few that are incredibly low. A mastery-taught class will be more bi-modal - with, ideally, many scores in the A range - and then, as not every student puts in the work to master the material, several scores in the D and F range as well.”

This indeed provoked a few questions in my mind which I am sharing. Maybe you can ponder and find answers.

1. Is the normal distribution curve valid today in the changed circumstances? Does it relate to a real time classroom performance and its assessment? Are we trying to superimpose a macro behaviour into a microsystem in the classroom?
2. Does the curve get skewed due to external factors other than the exclusive performance of the learners? If so, what are those factors?
3. Does an extreme positive skewing of the curve call for revalidation of the inputs that go into assessment?
4. How can the missing gap between the reality and the profile of the classroom curves be bridged?
5. Is the normal distribution curve of a board an integral of several mini distribution curves latent in it? Is this relationship model of infinitesimal units gathering to an infinite representation?
6. If yes, do the factors that go to such formats depend on geography, culture, learning inputs and other socio-economic factors?
7. If yes, is it fair to superimpose of several of these curves into one pre-defined logistic model as it appears a desirable model?
8. With a great thrust on self-learning and self-directed learning, does the classical model of the bell curve calls for a reconsideration, re-graphing, or repositioning?
9. With a great thrust on differentiated learning in classrooms, do we need a reconsideration of Bloom’s taxonomy? Is Bloom’s model independent of time, space, and style of learning inclusive of the learning environment?
10. Why most of the educational institutions do not position the performance of their learners on a learning curve? Is that born out of ignorance or fear of reality?

 I am just reflecting…