Examines influences on six Saskatchewan teachers as they evaluated students' mastery of a new government-mandated, process-oriented curriculum. Teachers became more aware of their obligation to align student evaluation with curricular objectives. Changing their strategies (intensifying students' involvement in the evaluation process) helped…

Presents four short essays by teachers on foreign words and phrases, letting students critique textbooks, speeding grading by alphabetizing, and role playing using computers. (RS)

Responses from 221 of 316 Georgia public secondary business programs indicated the following: 96% offer keyboarding courses, 20% require them for graduation; 93% grade technique in first semester, 46% in second semester; most used timed writings for evaluation, especially net words per minute and time-and-error; most do not allow error correction…

Outlines critical weaknesses of many assessment procedures. Argues that, to be meaningful, the act of assessment must in some way enhance the learning process. Discusses establishing purpose for assessment and selecting criteria. Outlines alternative assessment techniques. (SR)

The uses and abuses of cut scores are examined. The article demonstrates (1) that cut scores always entail judgment; (2) that cut scores inherently result in misclassification; (3) that cut scores impose an artificial dichotomy on an essentially continuous distribution of knowledge, skill, or ability; and (4) that no true cut scores exist. (SLD)

Examined students' perceptions of student evaluations of teaching (SET) and compared them to faculty perceptions. Found that students were much less likely to agree that SET encourage more lenient grading, have an influence on a faculty member's career, lead to changes in courses or teaching styles. Faculty believed that students rate easy,…

Examined a method of student self- and peer assessment involving student construction of grading criteria using exemplars. Found that the use of exemplars can help students demonstrate greater understanding of both grading criteria and subject standards, and that the use of exemplars forms a focus for meaningful formative feedback. (EV)

Presents the results of a research project LeiHS, which investigated the assessment and feedback on achievement in Hamburg (Germany) schools. Shows that students and parents accept assessment and prefer reports where the grades are accompanied by comments on individual achievement in different subjects. Interviews students about their achievement…

Discusses how contract grading promotes quality writing as well as a larger quantity of writing. Considers how teachers can use contract grading to support and promote the behaviors, thinking skills, and writing skills they believe will help students create quality writing. Notes that contract grading leads students to write more, to have fewer…

Compared the performance of four polytomous item response theory (IRT) and three linear models for constructing adjusted grade-point-average (GPA) measures. Studies involving cohorts of 1,255 and 1,796 college students and an additional 1,823 and 1,879 college students. Discusses implications of findings for correlation of grade-based measures and…

Suggests 17 strategies for avoiding teacher burnout in evaluating business communication assignments (since grading appears to be one of the most overwhelming and frustrating aspects of teaching business communications). (SR)

A study of fifth and sixth grade public school students in Israel suggests that grades and other norm-referenced methods are less effective than task-involving evaluation methods in enhancing student performance, interest, and motivation. This article consists of two commentaries on the findings, with suggestions for implementing task-involving…

Outlines a plan for evaluating written work in business communication, rating three aspects of writing: tone and logic, mechanics, and program (the appropriate approach for a particular assignment). Notes that this plan is an effective and objective way to evaluate students' writing projects. (MM)

Reports results from surveys of secondary school teachers regarding what they are doing with respect to homework, grading, and testing for students with and without disabilities. Discusses implications for inclusion programs. (SR)

If evaluation is to communicate and promote student learning, it must be separated into formative and summative components. A grading policy that provides nonthreatening feedback (via observation of student work, group evaluation activities, classroom participation, homework, reports, discussions, and portfolios) can help students concentrate on…