Author asks how much longer education can continue to place so much interest, value and faith in letter grades when he, along with other educational researchers, has shown the minimal relationship between aptitude scores and grades. (Author/RK)

A first course in psychopathology for medical students uses both conventional lecture-discussion and programmed, self-instructional formats. Examination policy for the course is described that uses quizzes and a comprehensive final mandatory only for those students failing one of the quizzes. (LBH)

Reports results of an experiment to measure the impact of course grade incentive on student performance in college level economics courses. Findings indicated that students scored higher when the TUCE was a graded course requirement. (Author/DB)

Advantages and disadvantages of no-penalty and penalty marking systems are discussed. Ways in which examiners have attempted to correct for guessing by students are reviewed, along with the use of "don't know" options and confidence-weighting for attempting to assess the degree of certainty that candidates attach to their answers. (Author/LBH)

A study of high school-college articulation problems and procedures at the University of Illinois. The method of the study and data obtained are explained and the recommendations are outlined. A reexamination of the philosophical base supporting the method of grading is one of the questions raised by the study. (AMH)

Some of the merits and pitfalls of multiple choice examinations are outlined and ways of increasing reliability and feedback information are summarized. Included are discussions of basic format, examples of poor design, examples of augmentation, and feedback from computerized grading. (LBH)

The adoption of contract grading for a required pharmacy communication course at Auburn University is discussed. The primary objective of the course was to develop an acceptable level of communication competencies. Traditional approaches of grading were not seen as conducive to mastery learning and motivating students to perform. (Author/MLW)

Marking is described as part of the central examinations for secondary general education in the Netherlands. These consist of two components: an external, and an internal school-based examination. Pedadogical implications of general school assessment practice, plus recent trends, are discussed. (BS)

Reports on an evaluation of a collection of essays about school written by 6,863 German pupils in grades 4 to 13. Results indicate that German pupils experience school as a permanent examination and grading institution, with little relevance to life after school. The majority of students feel that school is not a pleasurable experience. (CH)

Two issues of college grading must be addressed if recommendations to improve teaching/learning are to succeed: GPAs should not be used for purposes of personnel selection, and it must be admitted that tests and grades have powerful influences on how and what students study and learn. (MLW)

Describes system developed at Bennett College for recording grades on a spreadsheet that allows multi-user access for updating student test scores. The interaction between spreadsheets, user-developed statistics programs, and word processing documents is discussed, and a process for using spreadsheet data in a BASIC statistics program is…

A teacher's letter to a student explains what his B grade for the course does and does not represent in terms of the student's achievement or success as a human being or in future accomplishments. (MSE)

Presents results of a survey of course withdrawal policies at two-year colleges in Iowa, focusing on deadlines, grades given for dropped courses, drop initiation procedures, and recent policy changes. Finds that most schools permit students to drop classes late in the term with a nonpunitive grade. Discusses practical implications. (DMM)

Today, because of the problem-solving skills necessary for successful 21st century living, students must be taught higher-order thinking skills. Principles intended to stimulate discussion about the appropriate means for teaching higher-order thinking are examined. (RM)

Examines the responses of 10 veteran teachers to an essay written by an ESL student and concludes that most teachers continue to mark only surface errors, even in ESL essays. (DF)