The major part of this bulletin consists of two studies on the place of examinations in the school system. In a long paper (28 pages) on "New Techniques for Assessment of Pupils' Work," A.D.C. Peterson discusses: (1) efforts to improve reliability by the use of objective tests, improved marking procedures, and better standardization; (2)…

A Ball State University course begun in December 1968 is designed to strengthen and improve the reading and study skills of 50 "directed admission" freshmen: students who have earned low SAT scores and poor high school grades. Prior to the experiment their college attrition rate had been 90%. During the first year large group techniques…

Immediately following the introduction of a new system of grading by letters rather than percentage marking at the University of Moncton, an analysis of evaluation practices as well as an examination of faculty attitudes toward certain grading and evaluation procedures was undertaken. The study sought to establish the state of present practices in…

The study compared the relationship of the contract plan of student evaluation and a traditional type of evaluation, for changes in knowledge and attitudes during a college course in ecological relationships. The Syracuse Environmental Awareness Test was used to measure both cognitive and affective changes. In the experimental group the contract…

Tested several predictions about cheating by a multivariate technique applied to two sections of a college economics course examined on the same day, with 50 percent of the questions repeated on the second exam. It was found that 36 percent of the students on the second test had used information acquired from the first test. Majors, better…

The benefits of a system in which the papers of each instructor's students are graded by another instructor are described. (JH)

A variety of opinions from headmasters of schools and admissions officers of colleges were cited as evidence for the practice of continuing usage of grades as indicators for evaluating student progress. (RK)

Adaptations of and variations on the grade contract system are described with emphasis on individualized instruction, fair evaluation, and learner-oriented classes. The method used is described, and results are assessed. (Author/RM)

Students in nine classes were randomly assigned to treatment groups receiving (1) written comments on their homework papers or (2) no comments. In two of the classes, the students receiving comments showed achievement superior to that of the others. In the remainder of the classes there was no difference. (SD)

Evaluation is a vexed issue in North America at the moment. This paper discusses some of the factors that bear on evaluation procedures and practices in the College of Education of the University of Saskatchewan. It highlighted problems confronting instructors and offered four suggestions for their amelioration. (Editor/RK)

Describes an alternative grading system that sets a basic quantity for "C" grades and quality as well as quantity requirements for "B" and "A" grades. Reports positive results from using such a grading system in a freshman poetry course. (RL)

Shows a variety of grades assigned to the same five papers by eight journalism instructors, indicating that grades are products of many factors that receive varying emphasis from different teachers. (RL)

Grades have cultural, educational, psychological, and economic overtones. They serve as an interpretable index of evidence of academic experiences and relative achievement. Professors must state precisely what is expected of students, thus providing structure and direction early in the course. (Author)

Reviews and extends arguments regarding influences of grades and grading structures on student evaluations of instruction. Original arguments were set forth in the Journal of Economic Education. Concludes that grade inflation will encourage students to perceive their education as inferior and will not result, in the long run, in positive course…

Maintains that research in economic education has concentrated on projects for which a quantifiable result is likely. Affirms that course grades and achievement are criteria that are too narrow to measure student performance accurately in economics courses on the college level. Suggests that economists use broader criteria in research and in…