someone i know at work, yesterday complained to me of the different measures teachers use in assessing students, and how this affects the students' grades, some positively and others in a negative way.
noting is absolute. look around. everything is changing. how can anyone expect uniform assessment criteria? -but where does "isotita" goes? -aha: by "isotita" do we mean "equity", which i.m.h.o is not such a good thing? or o we mean "equality" which is obviously more desireable? because i am aware of a distinction as such in the greek language , and what you might mean is "exisosi" instead of "isotimia"; and their difference is that the first is based on quantity while the second is based on quality.
therefore, if we want equality in student assessment, we should be aiming at equal opportunities towards it and not diminishing it to equitable methods, standards or ways for teachers to assess. should we rather not seek to welcome all stakeholders and on an individual basis, produce an ongoing process of defining and re-fining our criteria? would not this be a rather better approach towards equality?
since everything is relative and nothing is absolute, why should we seek for absolute measures?
the only unchanged should be our positive attitude towards change; and, on second thought, that should be increasing, too!