The author reviews issues related to grading learning disabled students that may cause problems between special and regular education teachers. He suggests that too many regular teachers have confused and arbitrary grading policies and that a pass/fail approach may be a wiser alternative. (CL)

Describes a procedure in which students maintain daily records of the number of minutes available for typing per class and the number of usable lines of copy typed in that time. The method allows students to evaluate their own production work realistically. (SK)

Describes a system for grading student compositions that evaluates the central idea, support material, organization, expression, and literacy, as a supplement to written comments from the teacher. Contains a copy of the grade and comment sheet. (HTH)

Grades generated by self-evaluation of performance were often more generous than those generated by instructor evaluation. (JD)

Describes a system for grading individual assignments that combines objective guidelines with flexibility for the instructor and gives students opportunities to earn positive reinforcement. Shows how the system allows for the addition or subtraction of quality points. (RL)

Mainstreamed students should be graded in terms of their growth rather than by comparison with nonhandicapped students. Fair evaluation procedures include determining terminal and enabling objectives; pretesting and functional assessment; monitoring progress; measuring achievement; and transferring the evaluation into a meaningful grade. (SK)

A precise grading system in physical education has a salutary effect on motor learning. (JD)

Proposes that college-level comprehensive science examinations in Great Britain include separate grades for the practical and theoretical sections of the exam. (MLH)

Presents the results of the "Kappan" survey on attitudes toward selected measurement statements. (IRT)

Describes a study showing that students in an engineering class in which assigned homework problems were graded did not perform better than students whose homework was not graded. (MLH)

Examines how assessment is constructed and understood, i.e., some of the conflicting subject positions writing instructors occupy when in the throes of grading. Suggests that "teacher selves" affect the act of grading, but so too do the subject positions of "student selves," namely, unconscious and/or superficial factors. (PA)

Grades are value judgments. They are not essential for learning, and they are motivating only as an exchange medium in a system that requires them. They are not a necessary method of assessment or measurement. Grading engenders conflicts between objectivity and the humanity of teaching. (SK)

Researchers agree that grading and reporting are not essential to instruction; there is no best grading system; grading is inherently subjective; and grades have some value as rewards, but none as punishments. Types of learning criteria and practical grading guidelines are outlined, along with a brief history of grading practices since the late…