Abstract
The Bell Curve approach is a method of assessment that compares students to one another and grades them by following a normal distribution pattern. Such a model entails a small number of high achievers, a large group clustered around the average, and a minority with low scores or failing. Despite widespread criticisms, the Bell Curve approach is still used nowadays in higher education worldwide due to its expected capacity to prevent grade inflation, differentiate student abilities, and foster a competitive framework. Through a qualitative, argument-driven analysis, this study highlights the Bell Curve system’s flaws by addressing its misalignment with principles of educational equity, negative impact on students’ motivation, and unintended promotion of mediocrity. The analysis further reveals the system’s limitations, particularly when applied to small cohorts or across varying academic levels, and debunks some of the myths related to the assumed values of the Bell Curve grading. In light of the main findings, alternative approaches — such as criterion-referenced grading, mastery-based learning, and formative assessment strategies — seem more effective in supporting fair, meaningful, and equitable assessments in today’s educational landscape.