There were very few differences in student products submitted under two grading contingencies for four student trainees. In Strategy A the students received their final grade for the first product they submitted. In Strategy B the students were allowed to resubmit their work until "A"-level grading criterion was reached. (Author/CL)

The use of expanded reporting forms versus the letter grade system for assessing student progress was compared. (RK)

Presents a test on grading for readers to take. Results of the replies student teachers gave are included. (IRT)

Concept map structure, testing, and scoring methods are discussed and a new scoring methodology is introduced using the breadth and depth of individual concept maps. The scoring method proposed here provides advantages of grading "on a curve" such as the ability to estimate and compare the complexity of different concept maps, the ability to…

Positive support for the system of open-book examination is presented. A case study of an open-book examination in organic chemistry is cited as a basis for theories that testing method improves capacity for analyzing and solving problems, deepens knowledge, and helps to overcome shortcomings of casual readings. (SM)

The practices and problems of grading are reviewed. (MM)

Proposes a model that implies that enrollments in science classes will increase if the grade penalty in science subjects is less severe. Students' decisions are based on rough comparisons between their grades in other subjects and early science courses. Student records from 27 schools were analyzed for correlations between many variables. Results…

A trial system uncovers ways to personalize individual evaluation. (Editor)

Facing the dilemma of grading a child's honest expression of feeling and thought without degrading the child and squelching further expression. (Author/MB)

A questionnaire study revealed more diversity in testing practices that is commonly realized. (Editor)

Twelve college seniors in an English methods course were assigned to three treatment groups, Grammatical, Holistic, and Both. Each group received different instructions but graded the same 10 themes. Themes graded for grammatical errors received lower grades than the same themes graded holistically. (NH)