Previous reports from the office for student affairs at the University of Minnesota have contained a review of the literature on programs for high risk students, a description of the overall progress of students in the Martin Luther King (MLK) program, and a description of MLK students academic records. The present report continues this series and…

A learning-for-mastery approach, recommended by Bloom and based on key points suggested by Biehler, was used in large lecture sections of undergraduate educational psychology. Quizzes were composed of completion items; one or more alternate forms could be taken until mastery was achieved or grades raised. Students also did short papers on readings…

The purpose of this study was to review the methods currently used to report pupil progress and to evaluate report cards used experimentally in Vancouver schools during the 1971-72 school year. Five report cards were developed for primary grades and five more were developed for intermediate grades. Secondary schools were permitted to use any of…

The proposal in this document is based on the assumption that learning to learn is the most important outcome of professional and all formal education. It is suggested that a primary task of instruction is to assist the student to move from external motivation to internal motivation for learning and continuing to learn. It is proposed that these…

The final publication of the Commission on Undergraduate Education in the Biological Sciences provides one answer to the question, "Given the state of our society, of our institutions of higher education, and of the science of biology, what should be the goals of biological education in the years ahead?", by examining biology departments…

This study compared external proctoring and student self-grading in a personalized child development course. The experiment used a counterbalanced experimental design and two traditional control groups. Survey data and objective preferences indicated that students preferred self-grading to proctor-grading. However, students reported that…

Designed to assess the effects of self-grading on undergraduate learning and evaluation in a one semester constitutional law course, this study indicated that self-grading had no significant impact on learning but that it did encourage self-graders to evaluate themselves significantly higher than instructor graded students. (Author/DB)

For lack of "distance," many teachers respond too strongly to the wrong things in student papers.

Discusses how standard scores which are called T-scores are used in grading large courses. The article includes: (1) procedures for calculating the class mean, standard deviation, and the standard score; (2) grade distribution; and (3) validity of an examination. (HM)

Suggests methods to help social studies teachers integrate writing into courses along with and in place of verbal activities. Also suggests ways to decrease teacher's time in the evaluation of student writing. One method is to focus on a few primary features of writing as they are defined in the goals of the assignments.

Compares the error-grading system of Zydatiss (in 'Linguistik und Didaktik', No. 24, 1975) with examples from the "Natural L2 (Second Language) Acquisition" project, and raises the question of how far it is possible for a teacher to utilize the approach of a self-guided language-learning process. (IFS/WGA)

College freshman English teachers and high school sophomore English teachers reported the variables they use in grading; their responses were factor analyzed. Teachers' grading practices varied considerably, and knowledge of practices added to the ability of test scores to predict course grades. (Author/CTM)

Staff and student opinion were surveyed at the Law Faculty of the University of New South Wales to determine the advantages and disadvantages of assessing class participation. Results from 12 staff and 390 students showed that although a majority favored this method of assessment, many difficulties were experienced in putting it into practice.…

Grade inflation at Wichita State University between 1965-1976 was investigated. Differential inflation patterns occurred in undergraduate and graduate levels. Possible contributing factors are: the increased use of criterion-referenced grading; the use of student evaluation in faculty salary, tenure, and promotion decisions, and expansion of…