Problems involved in grading mainstreamed students are examined, and solutions are suggested, including communication between regular class and resource teachers, use of a combination of corrective feedback and quantitative scores, use of individualized education program performance objectives, and emphasis on intra-individual assessment. (CL)

Conventional, standard scores, deviation-weighted, weighted root-mean-square, and geometric-mean grading methods are described, noting strengths/weaknesses of each. Methods are compared to aid in selecting the most equitable one. Also shows that grades depend not only on student achievement but also on the way the teacher determines a grade. (JN)

Advocates the use of a cassette tape as a permanent and more enlightening record of students' efforts and errors on technical writing assignments. Provides procedures for the use of this grading technique. (HTH)

Teachers need to develop grading policies for mainstreamed handicapped students which are both feasible and equitable. The consequences of non-flexible grading on the handicapped student's motivation to learn are examined. Alternative approaches to grading standards are offered. (AM)

Loyola Law School's plan to normalize grading in sections of a given course involves separate calculations for students with and without statistical background. Examples of class and section distributions are provided, alternative normalization methods are discussed, and the reasons they were not used are noted. (MSE)

A form of indexation is proposed, in order to restore informational content to student grades. Each student's transcript would include the grade received and the average grade assigned by that instructor for that course. (PN)

Describes a contract grading system for classes in freshman composition that is designed to encourage a great deal of revision. (FL)

Discusses existing methods of correcting essays in second language instruction and suggests an approach which takes into account both grammatical accuracy and difficulty of the topic set, permitting greater fairness and consistency of evaluation. (Author/BK)

Points out the disadvantages and limitations of grading all student writing. Offers alternative methods of giving students meaningful feedback about their writing. (RL)

Outlines one instructor's criteria for compositions at each letter grade. (HTH)

Points out that by using a cassette tape recorder, the teacher of report writing can better make a useful evaluation that explains more fully, clearly, and sympathetically how reports can be improved in both major and minor ways. (FL)

Suggests four basic and 10 more sophisticated map evaluation criteria for use by social studies classroom teachers. The basic criteria are proportion and outline, labeling accuracy, spelling and lettering, and overall neatness. Among the more difficult criteria are proper title, all items labeled, proper areas labeled, key, coloring done neatly,…

Demonstration of typewriting techniques by the teacher should be part of the instruction in every typewriting course, according to the author, who presents specific steps in conducting the demonstration, checking student performance, and grading rationale. (MF)

Presents the grading procedures of a journalism course for nonmajors, with research data to support its effectiveness. (RL)

Discusses qualities of a good grading system; describes the development and use of criteria designed to evaluate journalism students' personal characteristics, professional development, and skills in reporting, writing, design, editing, and administration. Includes a reproduction of the evaluation form used by the author. (GT)