Grades represent only one type of achievement; our need is for a continuing andcomprehensive assessment ofstudent growth and development. (Author/IR)

This report compares maximum linear prediction, maximum total correct classifications for a group, and maximum probability of correct classification for an individual as objective criteria for univariate grading scales. Since the goals of valid prediction and valid classification lead to conflicting criteria, it is possible that a compromise…

That present grading practices are inadequate to their intended tasks, grading purposes as well as practices require examinations, and the social and educational effects of grading have been too long neglected are the basic axioms of educational reporters and academic professionals. This paper focuses on the problem of grade inflation, its causes…

This article examines the relationship between grading systems and performance on national board examinations. The study demonstrates that board scores verify traditional grading as an indicator of student performance despite many variables; students who do well with traditional grades should do as well with national boards. (LBH)

This volume is introduced by Sid Simon's discussion of the "Wad-Ja-Get?" syndrome--society's obsession with grades--and where it has led. Simon also explains each author's strong identification with the grading issue, and presents seven major questions that the authors, in the book, attempt to answer. His overview provides a perspective for…