Investigates a possible source of grade-related conflict--the different perceptions students and teachers hold on what grades "mean." Finds stark differences between the two groups' perceptions of grades while underscoring the value of metaphor analysis as a tool for elucidating respondents' deeply felt central meanings. (SR)

Observes that there has been no accounting of the history of the teaching of sociology. Suggests that the journal, "Teaching Sociology," can help bring attention to teaching. Notes that sociology majors' grades and standardized tests scores have declined. Argues that sociology instruction must become more effective and must implement value added…

Shares a grading system based on a percentage of the total number of points attainable. The system requires students to maintain a personal notebook of their work and informs students of how their grades will be calculated. (MDH)

Discusses problems associated with journal writing in courses, particularly overuse, ethics, goals, and grading. Offers suggestions to consider how journals can help students reflect on their own learning. (SR)

Describes a 15-hour staff development training program on using cooperative learning strategies in middle school classrooms and evaluates subsequent implementation of these strategies. Initial parental and teacher concerns included grading procedures, group composition and membership, and classroom arrangements and constraints. After the training…

Valid assessment of student learning in nonperformance music classes is important and possible. Grading practices in large ensembles are often questionable, as music teachers often reward attendance and effort over absolute achievement and overemphasize affective or attitudinal goals. Teachers cannot easily rate aesthetic responses, but any…

Demonstrates how text editing programs can become the platform for a higher volume of student foreign language production, provide a greater variety of writing assignments in the second language, and make grading and writing management easier for language teachers. (21 references) (Author/CB)

Describes an objective, reliable method for functionally measuring cursive handwriting. Researchers assessed the sensitivity of a functional response-class definition to differentiate easy-to-read from difficult-to-read cursive handwriting. Results showed no overlap between the categories. There was small sample-to-sample variability with the…

The early beginnings and subsequent development of the organized syllabus used in English-as-a-Second-Language (ESL) instruction are reviewed. The changes over the years, especially in the twentieth century, in approaches toward teaching ESL are reviewed. (JL)

Challenges several myths about writing assessment held by educators. Argues for the validity of assessments developed within particular environments for particular purposes agreed to by those teaching within those environments. Celebrates the lack of conformity in grading as a sign of a rich and nurturing environment for the development of writing…

Discusses several data collection procedures involved in four manageable writing classroom evaluation measures. (MG)

To study the effects of introductions and conclusions on the evaluation of student essays, 154 undergraduates graded 10 essays in which the quality of introduction or conclusion was varied. Quality of the introduction had a greater effect on the grade than did quality of the conclusion. (SLD)

Portfolios provide an opportunity for college students to participate actively in learning by selecting materials and engaging in self-assessment. Development of a portfolio should take into account its structure, the kind of evidence it will contain, when and how the instructor and student will assess the work, and what will happen to it at the…

Integrates and amalgamates norm-referenced and criterion-referenced perspectives in a manner that is particularly appropriate for use in basic or introductory speech communication performance courses. Notes that students prefer criterion-referenced grading for performances but prefer norm-referenced grading for content components of the course.…

Describes an automatic grading system for a formal methods computer science course that is able to evaluate a formal specification written in the Z language. Quality is measured by considering first, specification correctness (syntax, semantics, and satisfaction of customer requirements), and second, specification maintainability (comparison of…