The emergence of COVID-19 in the United States in spring 2020 forced nearly all U.S. schools to transition rapidly to remote learning. However, a minority of U.S. public schools were prepared for a crisis on the level of COVID-19. Using responses to the American Educator Panels, RAND researchers investigate how schools' pre-pandemic planning…

With increasing numbers of students receiving gifted services every year, it is more important than ever to make certain we are meeting their unique learning needs in the classroom. Differentiated instruction for these learners must go beyond adjusting content levels, task complexity, or product choice--it must truly challenge and support learners…

This guide is designed to help adult educators and administrators better understand the content of the GED® test. This guide is tailored to each test subject and highlights the test's item types, assessment targets, and guidelines for how items will be scored. This 2016 edition has been updated to include the most recent information about the…

Problem-based learning, process-oriented guided inquiry learning, and peer-led team learning are student-centered, active-learning pedagogies commonly used in science education. The characteristic features of each are compared and contrasted to enable new practitioners to decide which approach or combination of approaches will suit their…

A review of the many software programs for grading is presented. The programs are discussed in the categories of getting started, getting the information in, and getting the information out. (MNS)

Marking reliability is purported to be produced by having an effective community of practice. No experimental research has been identified which attempts to verify empirically the aspects of a community of practice that have been observed to produce marking reliability. This research outlines what that community of practice might entail and…

Traces the history of grading and discusses the complex problem of evaluation and grading of student achievement. Reviews the various reference measures and notes the type of functions grades are supposed to serve. Cites seven alternatives to traditional grading. Concludes that "grades are the tail that wags the dog." (BRR)

A versatile point system for grade assignments that allows students to choose the type of performance to be evaluated is described. Features and advantages of using the grading system in both graduate and undergraduate courses are noted. (JN)

Because grading practices relating to mainstreamed handicapped pupils have received little attention, the paper investigates the pertinent issues and gives examples. Emphasized is the need to avoid confusion caused by arbitrary grading systems, and clearly identify graders, consumers, and messages intended by the grades. Choosing satisfactory…

Describes an evaluation technique for grading student computer programs which can reduce program grading time, as well as increase the teacher's objectivity. Elements of this technique include grading on six criteria (timeliness, problem definition, input/output design, logic design, source program, test validity). Examples are included. (CT)

The rationale of giving grades is considered, and possible adaptations of the traditional grading methods for handicapped secondary students are discussed. A chart lists procedures for 12 types of grading modifications, including shortened tests, peer tutoring, course projects, and class interaction. (CL)

Encourages writing teachers to use a grading system that employs checkmarks rather than letter grades to indicate whether a student paper has met the criteria established for the course. (DD)

Using a computer gradebook can minimize time spent calculating grades. Nine software programs for grading are reviewed. (MNS)

A flexible, point contract system is described which maximizes the advantages of a criterion-referenced contract system while eliminating some of the disadvantages of standard grade contracts. This model has been used by the author in a variety of high school and college courses. (Author/SJL)

In setting policy on the impact of attendance on grades and graduation requirements, both educational and legal considerations must be examined. The author questions whether students should be evaluated on the time they endure in school or by their ability to know, understand, and apply course substance. (Author/IRT)