Argues that adapting Robert Scholes's categories of reading, interpretation, and criticism for the performance studies classroom requires changes in evaluation practices. Uses Scholes's theory to describes alternate types of performance activities. Presents an example of classroom practice through which students learn to participate in the…

A Russian scholar anticipating language difficulties in teaching a seminar on the former Soviet Union in the United States used journal writing to improve communication. It was found that the journals helped monitor student attention and comprehension and was useful in adjusting teaching strategies to student styles and abilities. (MSE)

Describes a method that writing instructors can use for evaluating and commenting on college students' composition papers that uses a stand-alone word processor. Software is discussed, the instructor's role is explained, methods of evaluation and marking papers are suggested, and electronic grading is described. (three references) (LRW)

Asserts that feminist pedagogy is compatible in many ways with current composition theory. Shows how feminist pedagogy can offer an alternative perspective on the problems of evaluating student text. Includes results of the author's research into the evaluation process. (PRA)

A culture of testing permeates schools. Many teachers cannot separate instruction/instructional improvement from outcome measures designed for accountability. The article discusses the effects of standardized testing and examines a study of teachers' beliefs and practices concerning reading comprehension instruction that indicates accountability…

A discussion of the use of computerized spreadsheets for recording and analyzing college students' grades looks at a variety of issues of concern in any evaluation situation (data collection and control, allocating grades, checking consistency, analyzing relationships between items of assessment and grades), and illustrate them with examples from…

Two experiments with a total of 163 college students found (1) student ratings of college faculty were directly affected by grading practices (strict/lenient) and of the time ratings were completed (after lecture, examination, or feedback on exam); and (2) student learning and faculty ratings were positively correlated, and grading practices had…

Reports on a study of 91 psychology faculty who rated each of 39 extra-credit opportunities on 3 criteria: (1) their use of the item; (2) its educational value; and (3) the likelihood that all students would be able to complete the opportunity (access). Finds that approximately 82% used some form of extra-credit assignment. (CFR)

Comparison of problem preferences of six meaning-oriented and five number-oriented junior high school students found that the successful meaning-oriented students preferred solving multistep and nonroutine problems, whereas the less successful number-oriented students preferred simple routine problems. However, in graded situations all students…

College-level student inquiry projects are not easy to evaluate within the parameters of the academic grading system. One form of rubric-guided assessment has specific advantages in addressing both performance and product by allowing weighting of criteria, flexibility of criteria and standards based on the project, defining the major aspects of…

A study of 15 high school students with learning disabilities and 257 typical students found no grading adaptation was viewed as fair by a majority of students without disabilities. Changing the grading scale and raising grades to reflect improvement were viewed as fair adaptations by the students with disabilities. (CR)

A study compared the performance of heterogeneous and homogeneous instructional groups, and of individuals within these groups, when group members all received the same grade. High-ability students obtained lower grades in heterogeneous groups than in homogeneous groups, with the reverse true for lower-ability students. Lower-ability students…

Focuses on poor grades, one of the primary reasons students drop out of school. Recommends that borderline students be earmarked for special treatment rather than be held to rigorous academic standards or passed when they are actually failing. Suggests that operational procedures for the implementation of special treatment be pedagogically…

The exclusive use of academic course grades as sole admission criteria for Ontario universities is discussed, in light of heavy competition and questionable grade enhancement practices. In particular, the ranking of schools and factoring in of this information in admission decisions about individual students is seen as potentially discriminatory.…

Discusses some methods educators can use to ensure that grading supports and enhances learning. Suggests ways to grade written work that will enhance learning. Notes that teachers benefit from collaborative grading, primarily as a result of discussing grading practices with colleagues and sharing ideas about effective methods. Presents guidelines…