ABSTRACT
In this chapter, the authors provide some insight into the reasons why teachers may be required to perform various operations on their examination marks or to produce them in a prescribed form. A widely adopted practice, which is intended to make marks more meaningful, is to convert them into percentages. The authors aim to make clear the limitations of the marks that are yielded by the tests and examinations that a teacher sets in the classroom. Scores which serves to identify a person's status within a specified group may be expressed in a variety of forms. One of the first attempts to express scores in the way—to relate them, to established norms—was undertaken by Alfred Binetr the pioneer of intelligence tests, who introduced the concept of mental ages. If requirements of the various kinds are fulfilled each set of examination results will virtually be on the same common scale and the marks may therefore be justifiably compared or combined.
