Grades generated by self-evaluation of performance were often more generous than those generated by instructor evaluation. (JD)

Describes a system for grading individual assignments that combines objective guidelines with flexibility for the instructor and gives students opportunities to earn positive reinforcement. Shows how the system allows for the addition or subtraction of quality points. (RL)

Mainstreamed students should be graded in terms of their growth rather than by comparison with nonhandicapped students. Fair evaluation procedures include determining terminal and enabling objectives; pretesting and functional assessment; monitoring progress; measuring achievement; and transferring the evaluation into a meaningful grade. (SK)

A precise grading system in physical education has a salutary effect on motor learning. (JD)

Proposes that college-level comprehensive science examinations in Great Britain include separate grades for the practical and theoretical sections of the exam. (MLH)

Presents the results of the "Kappan" survey on attitudes toward selected measurement statements. (IRT)

Describes a study showing that students in an engineering class in which assigned homework problems were graded did not perform better than students whose homework was not graded. (MLH)

Examines how assessment is constructed and understood, i.e., some of the conflicting subject positions writing instructors occupy when in the throes of grading. Suggests that "teacher selves" affect the act of grading, but so too do the subject positions of "student selves," namely, unconscious and/or superficial factors. (PA)

Grades are value judgments. They are not essential for learning, and they are motivating only as an exchange medium in a system that requires them. They are not a necessary method of assessment or measurement. Grading engenders conflicts between objectivity and the humanity of teaching. (SK)

Researchers agree that grading and reporting are not essential to instruction; there is no best grading system; grading is inherently subjective; and grades have some value as rewards, but none as punishments. Types of learning criteria and practical grading guidelines are outlined, along with a brief history of grading practices since the late…

Proposes a hybrid grading system for composition papers which combines numbers and letters (thus providing some objectivity while preserving flexibility) that awards points on a sliding scale (with substantial rewards for content and readability and more limited rewards for mechanics and format) and that helps students see how their papers were…

Examines the consistency of grade assignment by elementary personnel, finding wide variations. Shows greater consistency in assigning grades after training. (SR)

Provides some time-saving and purposeful evaluation strategies that can be used with various writing projects and reports. Explains 10 hints directed toward what to do while the student is still writing and 5 hints for grading writing. (11 references) (MLF)

Maintains that a weighted grading system may be more suitable in situations where traditional grading seems inadequate. Describes two categories of weighted systems: the multiplicative system and the additive system. (SR)

Explains how a hyper-gradesheet works, and traces the chain of causes and effects from a student's performance to the establishment of a grade. Contends that such gradesheets remove the problem of the invisibility of student and faculty performances from which an evaluation is inferred. (RS)