Re: Ranking systems in different countries
Just to understand the criticism better, are people proposing that:
1) There's a pedagogical benefit to frequent testing, and longer periods with no test literally limit or slow down the learning opportunities?
2) Long periods to a given grade are sometimes used, by teachers or students, to excuse unecessarily slow skill development caused by something else? I.e., instead of improving their teaching (or for students, their training) so students progress faster, they just extend the time?
Another question that inevitably comes up is whether pretty much anyone who joins should be capable of reaching a given rank (and in a given time) or whether only some people will. That's a big part of what makes standards in academia possible - entrance requirements, failures, and drop-outs.