Proposes a grading system for nursing education, consisting of (1) a within-class component, based on mastery testing and criterion-referenced assessment to develop academic knowledge and clinical skills; and (2) a between-class component, based on norm-referenced assessment to provide a statistically sound class ranking. (SK)

Based on personal experience, suggestions are given for academic and administrative policy regarding curriculum for the interim term in a 4-1-4 college calendar. Specific potential mistakes are outlined, as are specific recommendations for using the interim term to strengthen the college's academic program. (MSE)

Presents a two-dimensional model for evaluating and grading preservice counseling students. The first dimension refers to type of learning (e.g., theory, skills, professional identity). The second dimension refers to level of learning or level of complexity. Demonstrates the use of this model in assisting grading procedures. (Author)

Twelve suggestions are made for motivating students in self-paced business education programs. They are divided into three sections: (1) program design and organization, (2) grading, and (3) communication/public recognition. (CT)

Presents an evaluation method designed to help students at each stage of the writing process. The process includes a student self-evaluation scale for the prewriting stage, an analytic scale for descriptive writing used by peer evaluators and the instructor, and an outline of the evaluation strategy. (HTH)

Reports a survey of nine northern Illinois high schools on provisions for retarded readers. Information is presented on course structures, admission policies, grading, class management, and instructional materials. Conclusions are drawn about criteria for a successful high school remedial reading program. (SJL)

A study determined how physical education programs at two-year colleges fit into an overall institutional philosophy with regard to courses and requirements, grades, hours of instruction, and teaching load. (JN)

A research project on the variability of tutor grading of student assignments at the Open University in Great Britain is reported. Factors in the variation that became apparent through discussion, questionnaires, and examination of papers are explained and areas for research are suggested. (MSE)

Discusses the reluctance of composition students to write about personal subjects in course assignments. Characterizes the "bluffer," the "failer," and the "overachiever" in composition courses. Suggests strategies for: (1) creating a nonthreatening environment; (2) grading on progress, content, and mechanics; and (3) minimizing students' fear of…

Reports on a study in which the reading, language arts, and spelling achievement test scores of pupils who had completed six years of nongraded elementary reading instruction without marks were compared with those of pupils who had received traditional, graded instruction with marks. (HOD)

Six graduate social work students, enrolled in a course on behavioral self-control, were taught using performance contracts for A, B, or C grades and the Personalized System of Instruction (PSI). Student performance and satisfaction with the course were high. (GDC)

To investigate student attitudes toward grades and grading processes and to determine whether student attitudes represented a generalized construct or a number of identifiable contributing factors, a 57-item opinionnaire was created and administered to 345 junior high school students in a single Eugene, Oregon, school. Results are reported.…

A computer program that performs the computations involved in recording and averaging grades is presented and described. It can combine homework, in-term tests, and a final examination. The program is written in BASIC. (MP)

Describes a self-paced mastery learning process applied to an introductory sociology course at Lambton College (Sarnia, Ontario) in an attempt to correct traditional instructional and grading "malpractices." Describes course goals and organization, behavioral objectives, grading contracts, teaching techniques, student evaluation and feedback, and…

The author believes the essay is a good instrument for giving students practice in reading, thinking, and writing, and describes a model for scoring student essays. When using the model, judges ranked essays in similar order, thus allowing essay writing to become a reliable tool for developing basic skills. (KC)