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The nineteenth century was one in which millions of people acquired certificates and other credentials attesting that they knew what they claimed to know. These credentials resulted from mass examinations: systems of infrastructure that aspired to procedural objectivity. Among the key feature of these exams were the new numerical marking systems used to compare and commensurate different answers on these exams, because these numbers could generate averages and other formal abstractions of knowledge. While the resulting tests could be restrictive for the individual, they could be positive and even creative. Exam successes and credentials helped people work collectively in groups, giving each group member the confidence that other members knew what they claimed to know.

Knowing the same things: mass examinations, credentials, and infrastructures of shared knowledge