The design and development of a student produced, three credit/no credit televised course on human sexuality at Michigan State University is reviewed. The need for the course, its structure, and student reaction are presented. (RAO)

Describes undergraduate teaching assistant (TA) system designed to maintain high standards of grading by TAs and to assure students and colleagues that TA grading is consistent and fair. A description of TA training and monitoring and data on TA performance are presented. (Author/KC)

Some causes for reliability problems in tutor-marked assignments are discussed: factors relating to the questions such as ambiguous, overloaded, hidden agenda, and unrealistic questions; variations caused by differing tutor notes; and students not answering the question, scales and standards, rounding and partial scores, and bonus marks. (JMF)

Essay assignments provide a major portion of students' grades in most Open University curricula. The main educational objectives of essay questions are relevance and the ability to argue a thesis in the light of the course material. (JMF)

Explains a flexible two-part grading scheme which attempts to mix the best of both the descriptive and analytical treatments of an introductory astronomy course, to allow for differences in the academic backgrounds of the students. (GA)

This year's survey of freshmen entering college shows that their high school grades are higher than ever. There is at least indirect evidence that competence in basic academic skills is on the decline. There appears to be a trend of students selecting fields less demanding of basic academic skills. (BB)

Twelve issues are identified to be considered in planning external degrees. (MM)

Describes a chemistry course for electrical engineers that uses oral assessment as a terminal assessment method. (MLH)

Examines influences on six Saskatchewan teachers as they evaluated students' mastery of a new government-mandated, process-oriented curriculum. Teachers became more aware of their obligation to align student evaluation with curricular objectives. Changing their strategies (intensifying students' involvement in the evaluation process) helped…

Presents four short essays by teachers on foreign words and phrases, letting students critique textbooks, speeding grading by alphabetizing, and role playing using computers. (RS)

Responses from 221 of 316 Georgia public secondary business programs indicated the following: 96% offer keyboarding courses, 20% require them for graduation; 93% grade technique in first semester, 46% in second semester; most used timed writings for evaluation, especially net words per minute and time-and-error; most do not allow error correction…

Outlines critical weaknesses of many assessment procedures. Argues that, to be meaningful, the act of assessment must in some way enhance the learning process. Discusses establishing purpose for assessment and selecting criteria. Outlines alternative assessment techniques. (SR)

The uses and abuses of cut scores are examined. The article demonstrates (1) that cut scores always entail judgment; (2) that cut scores inherently result in misclassification; (3) that cut scores impose an artificial dichotomy on an essentially continuous distribution of knowledge, skill, or ability; and (4) that no true cut scores exist. (SLD)

Examined students' perceptions of student evaluations of teaching (SET) and compared them to faculty perceptions. Found that students were much less likely to agree that SET encourage more lenient grading, have an influence on a faculty member's career, lead to changes in courses or teaching styles. Faculty believed that students rate easy,…

Examined a method of student self- and peer assessment involving student construction of grading criteria using exemplars. Found that the use of exemplars can help students demonstrate greater understanding of both grading criteria and subject standards, and that the use of exemplars forms a focus for meaningful formative feedback. (EV)