Two studies, each involving 10 eighth graders,compared the findings from generalizability (G) studies and alternative decision (D) studies for 4 approaches to scoring classroom assessments. In terms of less rater x person variability and higher G and D coefficients, the methods ranked in this order: topic-specific rubric, constrained point,…

This article discusses how teachers can familiarize their students, with and without disabilities, with rubric terminology and the use of rubrics. It addresses why rubrics should be used, designing a rubric, and current uses of rubrics. A chocolate chip cookie rubric is provided as an example. (Contains 7 references.) (CR)

This article includes a definition of grading rubrics, a rationale for their use, the benefits of rubrics, and ways to introduce rubrics to students with learning disabilities using the RUBRIC strategy. Rubric resources for teachers are listed, and common problems and suggestions for using grading rubrics are discussed. (Contains 9 references.)…

Discusses the need for alternative authentic assessment in online, student-centered learning environments for distance education. Topics include defining assessment and evaluation; writing; cognitive assessment; performance assessment; and barriers to alternative assessment, including the need for scoring rubrics, class size, and cost and…

Research from social psychology on the effects of group discussion and of exposure to the opinions of other group members on the decisions groups make is reviewed. The pertinence of this research to standard-setting practices is considered, and the implications for the design of standard-setting procedures are explored. (SLD)

Presents findings from an experiment that sought to determine the minimal number of blanks required to ensure parallelism in cloze tests, differing only in the point at which deletion starts. Results showed the required minimum depended on the scoring methods used, with exact-word tests requiring about 100 blanks and acceptable-word tests…

The effects on essay scores of intermingling handwritten and word-processed student essays were studied with 32 students who produced handwritten and word-processed essays. Essays were converted to the other format and rescored. Results reveal higher average scores for handwritten essays. Implications for scoring are considered. (SLD)

Presents a microcomputer-based qualitative discriminant process (QDP) for scoring and ranking in group support systems that is relevant to group decision-making situations that involve the evaluation of alternatives. Scoring and ranking techniques are described, and a case illustration using the QDP is discussed. (Contains 50 references.) (LRW)

Reliability of subtest composites corresponding to 46 abilities and influences presented by Kaufman (1979) was examined for the Wechsler Intelligence Scale for Children using standardization sample data (ages 6, 11, and 16). Increasing composite reliability was associated with the number of subtests and inclusion of Verbal Scale subtests in the…

A brief summary of standard setting knowledge is presented, derived from about 20 methods that utilize a judgmental review process, the approach most relevant to the standard-setting strategies proposed in this special issue. Criteria for judging effectiveness and critiques of the methods discussed in the issue are offered. (SLD)

Presents examples of one rubric style and different ways that rubrics can be used. Uses the example of developing student understanding of how energy moves through the atmosphere. (MKR)

National Assessment of Educational Progress writing sample essays from 1988 and 1990 (495 and 599 essays) were subjected to computerized grading and human ratings. Cross-validation suggests that computer scoring is superior to a two-judge panel, a finding encouraging for large programs of essay evaluation. (SLD)

Two experiments were performed on the ability of children and adults to understand and produce locative verbs. Results confirm that children tend to make syntactic errors with sentences containing "fill" and "empty," encoding the content argument as direct object. (33 references) (JL)

Argues for the increased use of cooperative learning within student groups with regard to test review. Provides data from two research projects that support the contention that cooperative test review improves student achievement. Suggests methods for implementing cooperative test review. (HB)

A 1990 study of domain-referenced scores from a multiple-station clinical examination for foreign medical graduates investigated identification of essential checklist items, setting of minimum passing scores, consistency of candidate classification, and perceived appropriateness of the number of candidates classified as competent. Results and…