The correct grading of free text answers to exam questions during an assessment process is time consuming and subject to fluctuations in the application of evaluation criteria, particularly when the number of answers is high (in the hundreds). In consequence of these fluctuations, inherent to human nature, and largely determined by emotional…

This response to HE 531 678 argues that, although there is evidence that accelerated programs designed for gifted children can be effective, most emphasize enrichment, not true acceleration. Enrichment is seen as appropriate for all students, not just the highest-achieving 3%. (MSE)

Research employing the Technology-Rich Outcomes-Focused Learning Environment Inventory (TROFLEI) was conducted in Australian secondary schools. A sample of 4,146 students from 286 classes responded to the TROFLEI which assesses 10 classroom environment dimensions: student cohesiveness, teacher support, involvement, task orientation, investigation,…

It is argued that lack of sustained academic effort, not student grouping, is the major reason for differences in student performance. Ability grouping is seen as a useful tool, especially in accelerated programs for bright children, that should not be rejected in favor of approaches that ignore individual differences. (MSE)

Some of the problems and hazards associated with the use of standardized reading test scores in the formation and reformation of ability groups for reading instruction are discussed. (Author)

This response to HE 531 676 proposes that critics of ability grouping for instruction are looking at grouping as a social, not educational, issue and that research supports the notion that grouping is good for all students, not just high-achievers. Gifted education is seen as a legitimate educational undertaking compatible with other goals. (MSE)

A discussion of tracking, or student grouping by academic ability, looks at arguments for and against such tracking, outlines several alternatives, including cooperative learning, active teaching strategies, and extended learning time for low-achievers. It is concluded that tracking is ineffective, harmful to many, and undermines democratic…