Twelve college seniors in an English methods course were assigned to three treatment groups, Grammatical, Holistic, and Both. Each group received different instructions but graded the same 10 themes. Themes graded for grammatical errors received lower grades than the same themes graded holistically. (NH)

Advocates the replacement of traditional college grading systems by achievement profiles. Individual profiles could be compared with model profiles to indicate preparedness for specific occupations or further study. Argues that this would give greater flexibility of curriculum and more valid evaluation. (EB)

Describes an evaluation technique for grading student computer programs which can reduce program grading time, as well as increase the teacher's objectivity. Elements of this technique include grading on six criteria (timeliness, problem definition, input/output design, logic design, source program, test validity). Examples are included. (CT)

The rationale of giving grades is considered, and possible adaptations of the traditional grading methods for handicapped secondary students are discussed. A chart lists procedures for 12 types of grading modifications, including shortened tests, peer tutoring, course projects, and class interaction. (CL)

Discusses the use of a microprocessor to record, retrieve, edit, and utilize grade formulas for students at the University of Virginia. (MER)

Five English language scripts which had been part of an external examination were copied in five contrasting styles of handwriting, and distributed as a marking exercise to groups of practicing teachers. Findings suggest that in some cases how the essay is written is almost as critical as the essay content. (Author/KC)

A reader of the College Board English Composition Test gives his impressions of the concerns and writing skills of high school students. (IRT)

Encourages writing teachers to use a grading system that employs checkmarks rather than letter grades to indicate whether a student paper has met the criteria established for the course. (DD)

Report cards should give parents descriptions of the progress of their children in at least these seven areas: play, social/emotional growth, arts and crafts, music, oral language, academic skills, and following directions. (Author/IRT)