Provides helpful guidelines for creating exams and grading. Three main questions are addressed: (1) If it is known what content is important, then why not tell the students?; (2) Should students compete against each other or compete against course content?; and (3) What is the best way to handle cheating? (SAH)

Notes that finding a way to integrate grading and responding in a manner that promotes learning through revision is one major challenge for composition instructors. Argues that instructors must find a way to shape their classrooms shifting the emphasis from "getting it right the first time," to learning to see writing as an activity that evolves…

Using a structured group discussion and questionnaire, the criteria used by faculty at a British university when grading undergraduate dissertations was investigated. Common ground and differences in criteria were identified. Issues included the tension between individual teacher freedom and institutional demands, and staff development…

Using documented materials, interviews, a questionnaire, and content analysis, Investigated the criteria used by faculty at a British university when grading undergraduate dissertations. Findings indicated considerable ambiguity regarding use, meaning, and application of criteria. (EV)

Examined whether the use of student evaluations of teaching effectiveness has been a contributing factor to a trend of grade inflation in a mid-sized, public university in the Midwest. Found a predictive relationship between student ratings of teaching and expected grades and an encouragement over time of grade inflation. (EV)

Productivity growth (and its connections with schools) may be mysterious, but experts continue to document an expanding U.S. economy. A University of Wisconsin study described in the Fall 1999 "ERS Spectrum" found a mismatch between teachers' actual and recommended grading practices. Maybe the literature is unreasonable. (MLH)

Discusses causes and consequences of teachers' grading practices, which vary greatly among Norwegian uppersecondary schools. Introduces an alternative to easy grading, in which rent-seeking students allocate time to affect the teacher's grading. Shows that teacher's grading is systematically associated with teacher characteristics. Hard grading…

The use of group work, in which three or more students jointly produce a piece of work for summative assessment, is an established aspect of teaching and learning in higher education. Opinions vary however about whether their marks should vary according to the respective contributions they made to the work. This paper is based on the assumption…

The PhD dissertation is the ultimate educational product. It reflects the training of its author and the technical, analytical, and writing skills he or she developed in a doctoral program. Successful completion of the dissertation and the award of the PhD certify that the degree recipient can do independent scholarly work. That much is generally…

Affect is an important domain in which children learn. The affective domain of learning in physical education focuses on feelings, values, social behavior, and attitudes as they relate to human movement. Learning in the affective domain in physical education means that students learn such concepts as sportsmanship, "fair play," respect for others,…

E.O. Leont'eva's article "Education from the Seamy Underside: Experience from a Pilot Survey of "Shadow" Relations in Colleges and Universities," published in the December 2004 issue of the journal "Sotsiologicheskie issledovanii," described informal practices for getting grades. The empirical base was the findings of…

This article explores the problem of assigning grades to students engaged in nontraditional activities, especially scientific inquiry. We suggest using scoring rubrics to guide students in their work and to assist teachers with grading. We present the steps involved in the construction of rubrics, and we show sample rubrics. (Contains 5 figures.)

We determine how much observed student performance in microeconomics principles can be attributed, inferentially, to three kinds of student academic "productivity," the instructor, demographics, and unmeasurables. The empirical approach utilizes an ordered probit model that relates student performance in micro to grades in prior…

This proposal focuses on the grading system used for preservice student teachers in the Faculty of Education's certificate and degree programs at Universiti Brunei Darussalam. A rationale for an appraisal system with finer delineations than the existing pass-fail system is presented. This rationale is based on the beliefs that standards of quality…

In studies of the SAT, correlations of SAT scores, high school grades, and socioeconomic factors (SES) are usually obtained using a university as the unit of analysis. This approach obscures an important structural aspect of the data: The high school grades received by a given institution come from a large number of high schools, all of which have…