Concludes that the quality of grades assigned a theme is little . . . affected by typeface or by devoting one or two minutes to the reading, but . . . a theme graded later tends to be rated more leniently than a theme graded earlier." (Editor)

Describes a motivational grading scheme involving an elaborate performance index structured around a simple and convenient marking system. (GR)

Proposed here is a system which would automatically assign a proper numericl value to each grade assigned regardless of the grading practices. The inequities of both overgrading and undergrading would be virtually eliminated. (Author)

A scheme using the usual testing methods of most professors, but allowing students to discover their weak areas during the course without fear of low grades. (IR)

Danner ("Engineering Education", Vol. 68 (8), 1978) proposed that use of standard transformed scores is limited by several underlying statistical assumptions, making their use in most classroom situations questionable. Reexamines Danner's limitations (indicating they are misinterpretations of the standard transformed score method) and…

An exploratory study of the effects of essay length on scoring reliability is presented. While results fail to confirm statistically a length effect that is either overall or in individual scorers, it is suggested that such an effect may emerge in a larger sample. Further research is suggested on the effects of length and grade level on marking.…

A flexible, point contract system is described which maximizes the advantages of a criterion-referenced contract system while eliminating some of the disadvantages of standard grade contracts. This model has been used by the author in a variety of high school and college courses. (Author/SJL)

Three types of validity are discussed: content, criterion, and construct. It is suggested that those who teach and evaluate student writing should be aware of the need for valid and reliable measures of evaluating and grading student compositions. (KC)

Drawing on his own experiences as a student and as an English teacher, the author considers the learning value of the marks and comments teachers make on students' compositions. (SJL)

The reliability and validity of essay scoring were investigated by comparing the mean scores assigned to good and poor quality essay responses of different lengths. Long responses had a significantly higher mean than responses of short or moderate length. Good quality responses were graded significantly higher than poor quality responses. (Author)

In setting policy on the impact of attendance on grades and graduation requirements, both educational and legal considerations must be examined. The author questions whether students should be evaluated on the time they endure in school or by their ability to know, understand, and apply course substance. (Author/IRT)

Describes the benefits to be derived from a system of grading in which every student's paper is read by two teachers. (DD)

Encourages teachers not to grade each individual student composition, but instead to grade papers only at the end of each semester. (DD)