Presents a case addressing ethical issues regarding grading the work of nonnative speakers of English in business communication classes. Lists nine questions to consider. (RS)

Outlines an acting class evaluation system which appraises the individual growth of each student and invites the student into the evaluation process. Discusses grading criteria, self-evaluations, peer evaluations, journals, and tallying grades. (SR)

Discusses how to adopt and use a performance-based grading system (for high school journalism classes) which offers flexibility and fairness and which motivates students. (SR)

Describes a way to assign points to the problem-solving process. Provides a rubric-scoring example. (ASK)

Outlines a four-step grading system to help teachers implement standards-based education. Teachers should design a workable format; define three sets of codes (for assessment types, performance levels, and time periods); create a grade book with easily accessible student grade sheets; and monitor and adjust the process. (MLH)

Describes a study that analyzed the written grading policies used by teachers from a Midwestern high school to determine to what extent they matched grading practices generally recommended by assessment specialists. Supporting past findings, results showed that teachers' grading practices substantially departed from recommended practice. Contains…

Describes how three pen strokes made by an English teacher 30 years ago (on a high school composition paper penned by the author's husband) prompted the author, an English instructor, to examine her own teaching and grading. (SR)

Responses from 71% of 150 Tennessee agriculture teachers surveyed indicated that those teaching in multiple departments, subscribing to "Agricultural Education Magazine," and including supervised agricultural experiences (SAE) in grading were more positive about planning. Those not having agricultural education in high school, including…

Provides helpful guidelines for creating exams and grading. Three main questions are addressed: (1) If it is known what content is important, then why not tell the students?; (2) Should students compete against each other or compete against course content?; and (3) What is the best way to handle cheating? (SAH)

Notes that finding a way to integrate grading and responding in a manner that promotes learning through revision is one major challenge for composition instructors. Argues that instructors must find a way to shape their classrooms shifting the emphasis from "getting it right the first time," to learning to see writing as an activity that evolves…

Using a structured group discussion and questionnaire, the criteria used by faculty at a British university when grading undergraduate dissertations was investigated. Common ground and differences in criteria were identified. Issues included the tension between individual teacher freedom and institutional demands, and staff development…

Using documented materials, interviews, a questionnaire, and content analysis, Investigated the criteria used by faculty at a British university when grading undergraduate dissertations. Findings indicated considerable ambiguity regarding use, meaning, and application of criteria. (EV)

Examined whether the use of student evaluations of teaching effectiveness has been a contributing factor to a trend of grade inflation in a mid-sized, public university in the Midwest. Found a predictive relationship between student ratings of teaching and expected grades and an encouragement over time of grade inflation. (EV)

Productivity growth (and its connections with schools) may be mysterious, but experts continue to document an expanding U.S. economy. A University of Wisconsin study described in the Fall 1999 "ERS Spectrum" found a mismatch between teachers' actual and recommended grading practices. Maybe the literature is unreasonable. (MLH)

Discusses causes and consequences of teachers' grading practices, which vary greatly among Norwegian uppersecondary schools. Introduces an alternative to easy grading, in which rent-seeking students allocate time to affect the teacher's grading. Shows that teacher's grading is systematically associated with teacher characteristics. Hard grading…