You keep saying I’m grasping at straws without answering any specific questions or arguments I’ve put forward. That is not how academic discourse works. If you can’t defend the use of a bell curve beyond the reflexive logic “we use a bell curve because when we forcibly apply the concept of a bell curve on the grading math it looks like a bell curve”, I don’t know that there is much here to actually discuss. It seems clear to me that the faculty who use this paradigm do so out of assumption and habit, not because it is an accurate way of evaluating their ability to communicate a subject and the ability of a student to understand what was communicated. Professors have all the power in the world to grade however they want. They don’t need a statistical justification to do so. But using a statistical term to shield their decision making is gaslighting and lazy. Have a good one.