In this second section of a two-part interview, Benjamin Bloom discusses practical aspects of implementing mastery learning in the classroom and presents some evidence on its motivational effects. For part one of this interview, see EJ 224 682. (SJL)

A teaching technique for evaluating student technical exercises is described. The technique enables the faculty to describe the student's performance, as well as to score it. A student survey revealed that the majority of students could accurately interpret the information contained on the form. (Author/MLW)

Describes a highly structured six-week teaching unit. Utilizing a variation of criterion grading, it is aimed at quickly producing dramatic improvement in writing skills, with a substantial saving in the amount of time and effort required of the teacher. The program has been tested with college freshmen. (Author/SJL)

Criticizes attrition reduction programs that focus on overcoming what students lack. Suggests shifting this focus to the problems of the institution. Looks at the influences of nonpunitive grading, student financial aid, probation, the "cooling out function," and institutional commitment to student retention. (AYC)

The use of external examiners in the English higher education system is described including their role in consultation and continuous assessment of students. Problems posed by modular systems and other changing patterns of education are outlined. (JMF)

This study attempted to determine if teachers discriminate against female learners of mathematics. More than 1000 secondary mathematics teachers were asked to grade four geometry proofs. Student sex and ability were the independent variables. Analysis yielded no significant F ratios for either of the main effects or their interaction. (Author/MK)

The advent of word processing centers has provided typewriting teachers with an alternative measurement system that, instead of penalizing errors, grades students according to Usable Lines Produced (ULP). The ULP system is job-oriented and promotes realistic office standards in typewriting productivity. (MF)

Identifies problems in assigning final grades to students based upon summing up a number of examination components. Presents a critical analysis of an article on the same topic by P. J. Squire which appeared in the journal in 1978. (Author/DB)

Supposing different values of the standard measurement error, the relation of scale coarseness to the total amount of error is studied on the basis of probability distribution of error. The analyses are performed within two models of error and with two criteria of amount of error. (Editor/SJL)

Calling evaluation of student achievement one of the most difficult areas of teaching, the author suggests developing grading procedures to facilitate the accumulation of scores and the conversion to final grades. He presents procedures and examples for combining numerical values and letter grades according to course modules. (MF)

The use of statistics on grades as a criteria for accountability is limiting and misleading. Alternative indicators of school performance are suggested, including the Scottish Education Data Archive. (JMF)

Describes a point grading system designed to provide students with some academic freedom and to set up concrete criteria for successful cognitive, affective, and psychomotor behavior. (Author/MA)

The pressures of the educational system have some relationship to student suicide; they should be evaluated and, in some ways, lightened. (JD)

Can real comparability of examination standards be attained between different boards and different years? Argues that the attempt has to be made. (Editor)

Qualitatively examines evaluators' reports on 51 doctoral dissertations for common themes, findings variations in format, recommendations, and interpretation of recommendations, and importance placed on editorial aspects of the theses. Suggests these evaluators approach the task of reading a dissertation with needs similar to readers of any new…