Different grading patterns in the world
The grading pattern can be based on frequency distribution of grades, with a cut-off of absolute marking. Let us assume that a paper has the highest marks of 100, and the maximum that the students score is 76, with the second highest being 68. Then, an absolute cut-off is taken for a grade of A+, A, and so on, based on the frequency distribution of the grades attained. At least, 5-12 percent points of the students can be on A+. If the average grade and the last grade is decided, then an equal representation of students can be on the side of the last grade as the first grade. The total grades can be an odd number of grades, like 3, 5 or 7, depending on the total number of students. To qualify a spread, at least 20 people can be in a spectrum of a grade, with the first and last grade having an equal representation, and maybe less than the other spectrum, or spectra. The distribution may not be Binomial, but Poisson as well.
A continual and continuous grading pattern can evolve in the university system. A cumulative feedback system, rather than grades, and the class response can be segregated into slices where an average grade can be decided by the class union and the instructors. All of them can have the same grade, and no one can differ in the grades.
The grades decided in a class can also be cumulative in that time slice, which was accumulated after the whole class. The final grades can be decided after the last class, and an improvement can be suggested by the professor in the last three classes, where 2-3 periods can be actually optional or voluntary at the end.
We can have an advanced practical system where, entrepreneurship ideas were boxed into incubation ideas and patents. A student used to get 6 months of parallel practical training where he can prototype an idea, while testing it during that time. Every practical course can be superseded by theory during this grading pattern, only if the student failed in the theory. The grading weight was not absolute, but very flexible. The grading pattern varied from student to student, based on the strength and weaknesses of the student. The grading pattern had an accommodation of 3-5 types of grading, and all the students of an initial grade formed a group for the assessment for the next grade. Top 15 percent of the students actually moved from one grade to the next higher grade, while the last 15 percent came down to the lower grade. This created a homogenous group of grading against the intellectual capacity of a person. The grading can be more consistent to the group, as a whole, and as well as in the parts.