The following article discusses holistic grading as implemented in a first-year undergraduate calculus course. The intent of this manner of grading is to distinguish both students that truly master the material and those that have not even a limited understanding from the majority of the student body. (Contains 6 figures.)

Outlines a team-grading program for freshman composition in which instructors collaborate to evaluate student writing holistically. Argues that while students may be the major beneficiaries of team grading, the writing program benefits by addressing problems of grade inflation and grade inconsistency, building departmental morale, and contributing…

Impromptu writing on tests is a useful way to evaluate student comprehension and encourage students to use critical thinking skills. Students' performance on essay tests can improve, and teachers' time required for grading can decrease through the use of an adapted holistic grading scale that clearly states expectations. First, a carefully written…

Describes one teacher's implementation of subjective grading to assess student's achievement on mathematics tests. Reports student and parent reactions to the method. Shares five practices that developed with the experiences, and provides an example of the grading policy utilized. (MDH)

Contends that the elementary classroom can be an ideal place for instituting authentic assessment. Provides suggestions for beginning to use authentic assessment approaches in elementary social studies. Includes four sample performance items and suggestions for scoring performance-based tests. (CFR)

Asserts that thoughtful assessment of student achievement can illustrate student growth to parents, administrators, and non-music teacher colleagues. Recommends incorporating student assessment into instruction by adapting common music activities so that teachers can observe and record student performance during normal instructional time. (CFR)

Developing substantial links between colleges and elementary, middle, and secondary schools to create a sensible, longitudinal process for developing writing skills can be mutually beneficial. Contacts with schools are easy to make. College composition teachers can contact high school teachers to bring their "college prep" classes for an…