Let’s move this discussion to the world of music teaching. Take scales for example. Often an exam syllabus will require a number of exercises to be learnt. Here are some of the problems I was finding as a teacher:
X Which scales was the pupil supposed to be learning through the week?
X Which exercises were weaker than others therefore requiring extra practice at home and attention in lessons?
X How could I get students to give as much attention to the exercises in the back of their scale books as the ones in the front?
X How could I, and indeed the student, get an overview as to how close they were to reaching the requirements of the particular grade (or standard) they were studying for?
X How could I motivate them to do more scale practice?
Enter the X-Rating system!!! After some deliberation, I came up with the idea of [···]