This paper reports on a small-scale study into the effects of uncoded correction (writing the correct forms above each error) and coded annotations (writing symbols that encourage learners to self-correct) on Colombian university-level EFL learners' written work. The study finds that while both coded annotations and uncoded correction appear to…

Markov chain Monte Carlo (MCMC) methods enable a fully Bayesian approach to parameter estimation of item response models. In this simulation study, the authors compared the recovery of graded response model parameters using marginal maximum likelihood (MML) and Gibbs sampling (MCMC) under various latent trait distributions, test lengths, and…

This paper seeks to understand the criteria which students use to evaluate teaching effectiveness. Using structural equation modeling with a sample of business students from Egypt, the findings indicate that the above criteria comprise six factors: organization of the course, fairness of grading, workload difficulty, student-instructor…

This article addresses the connection between two continuing trends in higher education: semester evaluation of faculty by students (SE's) and grade inflation. The two phenomena are explored historically; then a two-part plan is proposed to enhance the evaluation of both students and faculty. This solution does not replace current evaluation…

Using classroom response systems (clickers) to accumulate grade-points has become a controversial practice as response systems have become more widely used in the last decade. Although some instructors opt to use clickers on a non-grades basis, it has become quite common to reward students for (a) correct answers, (b) participating in clicker…

This article seeks to illuminate the gap between UK policy and practice in relation to the use of criteria for allocating grades. It critiques criterion-referenced grading from three perspectives. Twelve lecturers from two universities were asked to "think aloud" as they graded two written assignments. The study found that assessors made…

Fair and effective schools should assign grades that align with clear and consistent evidence of student performance (Wormeli, 2006), but when a student's performance is inconsistent, traditional grading practices can prove inadequate. Understanding this, increasing numbers of schools have been experimenting with the practice of assigning minimum…

Teacher preparation programs face great challenges in ensuring their graduates are prepared for the demands of today's classrooms. The authors explore how teacher accountability has evolved based upon federal legislation leading to adoption of the Common Core State Standards (CCSS). Recognizing that future teachers will be held accountable for…

Existing e-assessment tools may not be a panacea to address all assessment situations, as students might find the traditional pen-and-paper approach to provide their answers more convenient than typing them online. For example, constructed response or essay-based assessments will require the active participation of students and lecturers to…

Problem Statement: In Turkey, students' perceptions about teachers' discrimination and justice behaviors and their effects on teacher-student relations have not been extensively studied. Within educational contexts, especially in justice literature, there is a lack of research about the perceptions of teacher candidates, as well as about teachers'…

Project-based team competition is a well established instructional strategy with a sound constructivist rationale. However the implementation of this strategy in Higher-Education rarely includes socio-constructivist activities such as peer assessments, which have considerable advantages both for assessees and assessors. It seems that the logistics…

Want a quick way to get your students happily conversing more in the target language? This practical book shows you how to use formative assessments to gain immediate and lasting improvement in your students' fluency. You'll learn how to: (1) Imbed the 3-minute formative assessment into every lesson with ease; (2) Engage students in peer formative…

The present study describes teacher (K-12) opinions and practices related to grading and providing modified instruction, assignments, and assessments for students with low-incidence disabilities in inclusive settings. One hundred and thirty nine teachers working in K-12 inclusive schools in Arizona and California completed an on-line survey…

The research on grading practice over two decades is clear: grading practices are firmly held beliefs that are near and dear to the teaching professional. At a time when government, business and industry, and the general public are calling for an accountability of student knowledge and abilities, classroom assessment practices could be…

Research has found that grades are the most valid instruments for predicting educational success. Why grades have better predictive validity than, for example, standardized tests is not yet fully understood. One possible explanation is that grades reflect not only subject-specific knowledge and skills but also individual differences in other…