Tests/projects should be the only decisive factors in determining a high school student's grade

Ok lets start with an overview: First my oppenent still doesnt have a "case" or standpoint with points and/or arguements and has merely defended mine, i am not pro, and i am not here debating my resolution, he is. Therfore he must present a case or something for me to attack or there is nothing for me to go on besides one statement. .. .. Second: He never said highschool at all in his "case" Third: "The tests will be administered when a teacher chooses to pass them out". .. What if a teachers chooses midway thru the year, or when a student is unprepared or not ready. Since my oppenent hasnt offered framework to how these almight tests will be administered it is safe to say that they will not be done to perfect standards. So on to my case. Cont 1) First he doesnt understand the true warrent, by tests being "inaccurate" they simple show how 1 WHOLE year of school (180 days) is crammed into say 20 questions. They are inaccurate because they simply show a)who is the better test takers and b)who can remember more. Daily work allows teachers to see students progress and know WHO and WHAT needs to better taught. Like I've stated students will not be motivaterd to do class work that doesnt have any value and they will not try their hardest which means; that daily work will be inaccurate and teachers will not know any problems students or having if they do not understand a subject/objective. So my says "it shows how much a person knows" Well thats the point, kids wont be going to class/participating b/c it doesnt matter and then they wont be learning period, which kills debate itself, and instead leads to a lot of confused, undereducated children who walk into a test unprepared. .. which is once again why the tests are inaccurate. My claim still stands in this card as my warrent was misunderstood. Also this one contention outweighs my oppenents entire "case" already Onto 2 a-b) First he says teachers are fair and grade how much they "feel" went into a project. Once again this is the point im making. If a student puts 10 hours into a project and believes it is perfect, and his teachers says "it;s not really neat/organized to me" and docks 20 points then the true effort and thought put into the project is destroyed because no matter how much a student may fathom a concept in school, if he/she isn;t neat and perfect then thier grade will suffer. Also with teacher/student relations; im not saying that they have true "relationships" which is affecting the grade but simply a flawed relationship which allows small points here and there to be deducted. He says "teachers who are biased shouldnt be teachers". .sorry but you arent the chairmen of every school district and they are out there. Even if there is one "unbiased "teacher then the small amounts of students they have would have their grades ruined by the aff plan of Tests only advocacy. Next subpoint B) my oppenent sorta misread my coneption. Contention 2 is two arguements, a and b. so here is the response to his attack on "3" or B. He says 2 lines on the contention which say "all students have in school research that is the same" Once again not the point. If a teacher says, "Write a report and create a model of Saturn" and gives the students a textbook and a pack of supplies. Now the poor students will go and create a mediocre project that will get a passing grade, now the other students wil, go to the internet. .use better materials. .and go out and find better stuff and all around create a better project and getting a better grade simply b/c thiers is more flashy. So by saying saying "Its equal in school" its the out of school ones that are the problem. Next real 3) a)"Its up to the student to decide whether they want to go to school or not. " - Ok that right there. No wants to go to school, so no one will go if we vote aff. then when the test runs around ( randomly cause its the teachers decision right? ) they will unprepared, the tests would be flawed, and students will have their grades, which should be prefect relections of their work, destroyed. Onto the true warrent, if students, who are unmotivated enough, know that all days but one will matter for nothing, why go? who cares. .. .. no reason to right? this will drop attendance, kills true education, and will lead to higher drop-outs. b) Next on the cheating claim. He says " its not easy" ok thats true, but it happens. If there is a .0001% chance that someone can/chance to cheat then they will. 1 person can not watch 20 persons flawlessly and the one time it does occur, it becomes an inaccurate representation of the persons grade. Then he says, if you dont pass, you dont contiue. This is true and weither you go with the aff system or the con(orginal) system. .seeing as how the us standard is test grades are (60-70%) then failing tests hurts. Also some kids are just bad at tests. Nervousness, the fact that all year matters on the next 10 questions, and just plain blankness means some kids who truelly understand the concept and have awesome daily grades and participate and totally get it. .. can fail. this not only dismotivates people but kill their grade once again. .. lastly 4) He consedes 2 main points first is that. "school attendance is benefictial to the student" and then previously says it doesnt matter and its up to the student: so he says neg is correct and that only voting neg will lead to a stanle, if not incrasing attendance which will in turn lead to more educated workers and more workforce, this is another way neg outweighs pro. so by saying more attendance good and dropping that neg does that he consedes and important point in the debate. now a) daily work and Homework can be copied. true. just as tests can. But still a student is looking at the material and remembering, i have math to study since i didnt do Homework. next he says daily work is just repeating what a teacher says, true. But nowadays school is based on repitition and listening and participating with the teacher to understand a concept. So even if it is repeating, it still hearing the objective, again. b) cross apply what my overview of the 4th contention. he conseds this points and contradicts himself. Attendance is only affected by daily work, also cross-apply what i said in my case about "common college practices" as in going the week b4 the test cramming in the "ONLY" information needed to pass the test and then barely practicing it. Umm his "summary/overview" 1. the summary is irrelevant is unorganized, no need to reattack his weak points. 2. he says attendance should be optional. .. he once again said in his rebuttal that incrase in it is good and important yet he doesnt care. Con solves this deliema with the original system. 3. he says daily work doesnt refect what a student knows, it is just the opposite. Tests are inaccurate and only relect 20 "questions or points" a teacher made the ENTIRE year. class work shows daily participation, stimulates students, and allows teachers to know what they need to teach better/to who. 4. Real life situations - once again like i said, you dont go to work once a year or take a "yearly job test" so why should school relfect what real life. .isnt like. he compares it to college but this isnt college like he said in CX and that is the point. In review i guess. He has no case, nothing to vote on for pro except a definintion and a line of text. His attacks were weak and didnt truelly attack the warrents in the claims, he twisted them to fit his small text and constanly repeats hisself and doesnt elaborate why. Next if i win on any of my contentions(i am :D ) then my case outweighs his. Also only con solves harmful impacts such as the workforce, drop-outs, and unaccurate grades. His "case" causes them.