Examines some of the written responses of instructors to student writing, such as "redundant,""vague," and "rewrite," and considers the effects on the students. (EL)

A study simulated information students would be provided when registering for courses. 395 students in business classes indicated willingness to enroll in classes depending on professors' communication skills, grading practices, and likeableness. Lack of other information led to stereotyping and avoidance of foreign-sounding names. (SK)

Statistical evidence showed that university faculty with relatively few students tend to assign higher grades than would be expected otherwise. The significance of this association must be taken into consideration when evaluating student achievement and faculty performance. (Author/RM)

In support of Ginsberg's theory (TM 508 964), a third corollary to the Conservation of Discretion Law is proposed: Where possible, the worker will use a statistic not as a statistic but, rather, as an instrument to reduce the workload. Three illustrations are presented: grade point averages, crime rates, and recidivism rates. (BW)

Muses over knowledge gained from an education course and contrasts that with personal teaching experience in a writing classroom. (HOD)

This study concluded that homophily (the degree to which interacting individuals are similar in certain attributes) did not affect judgment grading or cognitive learning; however, some teacher/student combinations produced better cognitive results than others. (PD)

Reports on a study designed to reveal differences in quality ratings that teachers in three high school curricular areas--English and social studies, mathematics and science, and business--gave to representative samples of freshman writing in the argument mode. (RBW)

A mountain of paperwork can be pared to a molehill when teachers concentrate on diagnostic and testing techniques that minimize written responses. This article explains how to evaluate students in ways that emphasize oral responses, hand signals, and student grading of papers. (PP)

Describes 10 methods of assessment that teachers can use alone or in combination: (1) multiple marking, (2) peer evaluation, (3) mastery learning, (4) contracted learning, (5) credit/no credit grading, (6) self-evaluation, (7) anecdotal records, (8) pupil profiles, (9) checklists, and (10) dossiers. (FL)

The results of an initial study of the relationship between grades and number of words written on assignments at the Open University are reported. Analysis shows that higher grades are awarded students with longer answers, and suggestions for standardization are made. (LBH)

Tutor attitudes toward the marking of a sample of scripts from a particular course at the Open University were discussed at meetings called the Tutor Agreement Trial. The main object was to lessen the feeling of isolation often experienced by part-time staff teaching at a distance. (LBH)

This study examined the usefulness of applying the Rasch rating scale model (D. Andrich, 1978) to high school grade data. ACT assessment test scores (English, Mathematics, Reading, and Science) were used as "common items" to adjust for different grading standards in individual high school courses both within and across schools. This…

This book presents ideas to help middle and high school physical education (PE) teachers develop performance based assessments. The book: identifies problems in traditional PE and explains how using performance based assessment can improve student learning; notes that it is unnecessary to totally rewrite the PE program, offering guidelines for…

This book is designed for parents who have trouble understanding their school-aged children's grades, report cards, and test scores. It helps them make sense of school reports and offers resources to open communications between parents and teachers. The seven chapters focus on: (1) "Getting Started" (e.g., what grading and reporting mean, whether…

Passing scores for licensure and certification tests are justified by showing that decisions based on the passing score achieve the purposes of the credentialing program while avoiding any serious negative consequences. The passing score is justified to the extent decisions based on it have positive consequences. More specifically, the standard…