As a public school English teacher, the author observes standardized testing season each year with a sort of grim fascination. "So this is it," she thinks as she paces around her silent classroom, peering over kids' shoulders at articles about parasailing. Line graphs tracking the rainfall in Tulsa. Parts of speech. Functions of "x." "These are…

Report cards should give parents descriptions of the progress of their children in at least these seven areas: play, social/emotional growth, arts and crafts, music, oral language, academic skills, and following directions. (Author/IRT)

Problems involved in grading mainstreamed students are examined, and solutions are suggested, including communication between regular class and resource teachers, use of a combination of corrective feedback and quantitative scores, use of individualized education program performance objectives, and emphasis on intra-individual assessment. (CL)

Reliability methodology needs to evolve as validity has done into an argument supported by theory and empirical evidence. Nowhere is the inadequacy of current methods more visible than in classroom assessment. Reliability arguments would also permit additional methodologies for evidencing reliability in classrooms. It would liberalize methodology…

Addresses teachers' frustration in reconciling appropriate education for young children with the practice of grading to assess and report progress, contending that research on unreliability in grading and the efforts of committed parents and professionals are necessary to change the practice. Summarizes research suggesting that grading is…

Provides guidelines to make grades a better assessment of learning. Argues that, for any assessment task to be fair, its content, context, and performance expectations should (1) reflect knowledge appropriate to all students; (2) tap knowledge that all students have had time to acquire in the class; and (3) and be as free as possible of cultural,…

Argues that current grading practices in some schools lack consistency in several critical areas, including criteria for failure, absolute or relative standards, and motivation of slower students. Policies are suggested that will help educators develop fairer and more humane marking systems. (TE)

An analysis of criticism leveled against student grading is presented, and a rebuttal is offered. Twenty-two criticisms of grades are divided into four categories; that grades are meaningless, unimportant, unnecessary, and harmful. In response to the criticism, it is pointed out that grading tends to motivate student achievement, provides rewards…

Though many would like to see a de-emphasis on grades in American higher education, three major reasons prevent this: student motivation, student perception, and the nature of American society. Students need extrinsic motivation and grades are the most effective of all student motivational tools. In addition, as evaluation is always oriented…