Helmholtz wrote:I thought you were implying in your post that the curve should not change if access to information more difficult to attain than the professor simply stating it was then converted to "freely" given information (yes, it's still not free in the sense that you actually have to show up for class and listen to the professor, but you get my point). For example, let's say it takes me five hours to find information that will aid me in taking an exam, but then that same information is given in class the next day to everybody, even those people who didn't put in the work to finding that information. It seems to me that the curve shifts when virtually free access is given to information that previously did not have that free access. I think we were talking about the curve changing, not about one sole factor (i.e. access to information) deciding the curve.
I'm just not sure that, above a certain baseline level, info-access "changes" curve (that baseline being the textbook, old exams, etc.). Also, I assume we mean the same thing by "change the curve"; that is, a higher median raw exam score for the section. All I meant to say was that I thought place-on-curve derives predominantly from intelligence, and probably only a bit from from access to information. So I told OP, to ally his/her fears, that if the whole class heard the same information, then each class-member will process that info using his/her innate intelligence, and
Edited for wrongness.