The essays in this collection offer a comprehensive analysis of the challenges of communicating effectively about student achievement. Discussions of concepts related to grading and reporting progress are mixed with practical advice. The chapters are: (1) "Grading Practices; An Overview of the Issues" (Beverly P. Farr); (2) "Why Do We Grade--and…

This Addendum was created with the expectation that it would enhance the understanding of the conceptual framework of "Improving Classroom Assessment: A Toolkit for Professional Developers," link its text and activities to other assessment aids, and help trainers design high-quality workshops. The first section of the addendum contains…

This study investigated possible differences in the perceptions of three stakeholder groups (teachers, students, and parents) regarding grading and grade reporting. Data were gathered through questionnaires completed by 215 teachers in 2 states, 4,265 elementary school, middle school, and high school students, and 944 parents. Different forms were…

Briefly describes a beginning composition course at the University of Toledo in which students, if they pass, receive five hours of credit toward their degree. (RB)

This study investigated the validity of the assumption that pass-fail courses correlate with less academic achievement and considered other factors relevant to the basic justification for the pass-fail system. (Author/RK)

Discusses self-paced learning techniques for teaching a senior elective course in compressible flow, involving informing the course objectives, the material to be covered, the minimum achievement standards, and the grading system. Included are tables of cumulative test averages and a chart illustrating the approach to self-paced study. (CC)

Revision of testing and grading procedures implemented in a German course at the University of Illinois at Chicago Circle. (RS)

In an investigation of the effects of praise, negative comment and no comment on expository compositions of eleventh grade students, author hypothesized that praise might increase motivation more than criticism or no comment. He suggests an experiment to test this phypothesis. (NL)

Discusses attacks made on today's grading system and the rationale for a shift to more egalitarian academic standards in student evaluation. Indicates that the traditional issues still remain unsolved at least for the present. (CC)

An interview with Martin Meyerson, the President of the University of Pennsylvania, who discusses undergraduate and graduate options, grading, free learning and the role of the university president. (PG)

It was the author's purpose in this short discussion to suggest that testing and grading should help the student learn better without excessive pressure of time or competition. (Author)

Person-centered evaluation is based on trust and openness rather than fear of mistakes and failure and enables teachers to create a safe learning climate for children. (Author/MB)

Paper deals with two general issues, concerning teacher opinions and grading, that grow out of the increased emphasis on due process in grading. (Author/RK)

Author advocates that, of the various approaches to evaluation, school systems should be working toward the development of a feedback model of evaluation and should be concentrating most of their efforts on that. (MB)