To assess teachers' grading and other evaluation practices and policies in Ohio, a 79-item questionnaire was administered to 258 elementary and secondary school teachers, and 137 other teachers were interviewed by college students taking an educational assessment class. The typical teacher assigned term grades of "A" or "B" to…

Policies and procedures for student achievement within a provincial system are described and compared to a theoretical model of systemwide policy devolution. Student evaluation activity is examined at the following levels: province, district, school, department, and classroom. Methodology involves analysis of documents from four elementary and…

To discuss how training programs for new teaching assistants affect them and, more specifically how a training seminar affected the way they grade papers, twelve teaching assistants read about evaluation, participated in six paper grading sessions, and were assigned an experienced teaching assistant who checked sets of marked essays for validity…

The first chapter of this monograph sets forth the central purpose of the reported study: "Why do teachers prefer to use particular practices in student evaluation?" Chapter two explores the question: "How should evaluation influence the learning of each student?" and defines three specific issues, quotes what some teachers say…

Designed to help teachers in writing programs collaborate to reach a consensus on grading standards for freshman essays, the "Buddy System" was instituted on a voluntary basis at a Pennsylvania college with an English department with a traditional literature orientation. To participate, the instructors were required: (1) to choose at…

Practical ways to document essential elements taught and mastered are presented for the teacher and administrator. With the amendment of the administrative rules to remove the 70% passing requirement, educators received greater flexibility in determining appropriate ways to document mastery. What now determines whether or not students move on to…

The evolution and administration of testing to measure student progress through a required undergraduate bibliographic instruction course (Library 160) at Iowa State University are described. Bibliographic instruction began at the university in 1890. Through 1958 all colleges within the university received a noncredit required course in library…

Standard setting practices in states using the NTE (formerly the National Teacher Examinations) were examined for 1987. The NTE is composed of two segments: (1) a Core Battery covering the communication skills and general knowledge skills; and (2) a test of professional knowledge about teaching. The processes used to establish passing scores for…

Although most instructors are solely responsible for the evaluation and grading of students, they rarely receive formalized training in test construction or other forms of evaluation. Evaluating highly motivated students in very small classes is a rather uncomplicated procedure; however, evaluating large classes in which students have a range of…

Information on schooling in 50 countries is provided in the third volume of a handbook on the placement of foreign graduate students. For each country, guidelines concerning placement in U.S. graduate programs are provided. In addition, country profiles cover: years of study included at the primary, secondary, and tertiary levels; diplomas,…

The educational systems of 15 Sub-Saharan African countries are described, and guidelines concerning the academic placement of students who wish to study in U.S. institutions are provided. Tables indicate the grades covered by primary education and secondary education (academic and technical). Burundi, Rwanda, and Zaire have followed the Belgian…

Evaluation indicated the majority of undergraduates favored the grading option and opposed grading in general. Those with vocational orientation preferred traditional letter grading, whereas those who were "identity-seekers" preferred the grading option. (Author)

Content analysis was used to determine the evaluation criteria of high school and college teachers and college seniors in grading essay tests. Content analysis is defined as a way of asking a fixed set of questions unfalteringly of all of a predetermined body of writings, in such a way as to produce quantitative results. Four reponses to a…

To study grading standards and consistency within the English department, 1600 freshmen at Rockland Community College were asked to complete a uniform exit essay at the end of English 101. After developing criteria for grading the papers, members of the department marked their own papers and one other set. Eight months later, 240 of the papers…