Discusses the concept of graded language levels (GLL) and three distinguishing features of the Australian situation that must be taken into account when importing this concept from Great Britain. Describes the English (GOML) and the Scottish (GLAFLL) variants of graded language levels. Offers suggestions for designing a GLL package for Australia.…

Tells how to improve in-class essay exams by viewing them as a rough draft of a yet-to-be completed essay on which the teacher will make specific corrections, comments, and suggestions about how to improve it. Describes the grading of such exams and class discussion dealing with all aspects of the essay. (EL)

Describes the rationale for and objectives of a strategy in which students display projects in lieu of a final examination. Although no grading is attached to the "walk-through," participation is required for the course grade. Sample student projects reflecting the variety of display formats are also described. (JN)

Reports on a study of the influence of format, criteria, and the passage of time on teacher evaluations of student writing; found that a rating scale influenced stability of grades over time and higher grades generally. (AEA)

Discusses the Certificate of Secondary Education (CSE) physics examination. Areas addressed include CSE personnel, setting and moderating papers, marking and standardization, grading, curriculum development, and the examination profession. (JN)

A historical review since 1850 of the curriculum style of medical schools in the U.S. reveals the gradual reforms in methods and priorities that took place. (LBH)

Educational strengths and limitations of the mastery learning instructional model in fulfilling the functions of instruction and student evaluation are examined. (MM)

Describes a method for grading composition papers which uses careful marking and individual conferences. Four sample grading grids are appended. (HOD)

An alternative approach for grading replaces conventional grades not with teachers' letters, but with a standardized form on which the teacher would rate each student in a number of the specific areas which are normally considered. A model for this approach is the sort of questionnaires used to elicit student evaluations of teaching performance.…

The process of developing a policy and practice for dealing with student appeals about grades they have received is discussed. Starting point was a system already in use in another institution. A step-by-step analysis of the undertaking, including student representation, is described. (Editor/LBH)

Criticisms of grading systems are discussed and a variation on the contract system is presented as an alternative. Students select types of assignments they wish to attempt as a "menu" and requirements are stratified according to student skill and experience level. (ND)

Discusses research which explored the hypothesis that students who are fast starters in a personalized system of instruction psychology course would perform better and maintain faster course progress rates than slow starters. Findings indicate that students' starting pace is predictive of course performance and subsequent progress rates.…

There is a special three-way balance in responding to student writing: one must be compassionate, have a vision for improvement, and be capable of confronting and cajoling students to help them maximize the possibilities of revision. This book presents some of the best examples of how writing teachers approach the delicate equilibrium of student…

This paper describes the use of student peer evaluation, a form of 360-degree performance assessment, to provide student input to the overall grades in college classes in which students participated as teams. The paper discusses the experiences of two faculty members using the approach with both graduate and undergraduate students. Lessons are…

This book describes two high school teachers' efforts to align curriculum, assessment, and performance standards, troubleshooting issues surrounding content standards, instructional objectives, and curricular aims. Eight chapters examine: (1) "What Does a Competent Classroom Look Like?"; (2) "What Drives a Course?" (e.g.,…