Proposes a hybrid grading system for composition papers which combines numbers and letters (thus providing some objectivity while preserving flexibility) that awards points on a sliding scale (with substantial rewards for content and readability and more limited rewards for mechanics and format) and that helps students see how their papers were…

Examines the consistency of grade assignment by elementary personnel, finding wide variations. Shows greater consistency in assigning grades after training. (SR)

Provides some time-saving and purposeful evaluation strategies that can be used with various writing projects and reports. Explains 10 hints directed toward what to do while the student is still writing and 5 hints for grading writing. (11 references) (MLF)

Maintains that a weighted grading system may be more suitable in situations where traditional grading seems inadequate. Describes two categories of weighted systems: the multiplicative system and the additive system. (SR)

Explains how a hyper-gradesheet works, and traces the chain of causes and effects from a student's performance to the establishment of a grade. Contends that such gradesheets remove the problem of the invisibility of student and faculty performances from which an evaluation is inferred. (RS)

Compared students' (n=101) interpretations of tutors' written comments on essays with the tutors' intent in three humanities classes at an Australian university. Found almost half the students did not interpret the comments in the way their tutors intended. Concludes that grading comments need to be carefully explained, with discipline-based…

Presents a theoretical analysis showing that relatively low grading quantitative fields and high grading verbal fields create a disincentive for college women to invest in quantitative study. Extends research by R. Sabot and J. Wakeman-Linn. Models pressures on grading practices using higher education production functions. (Author/SLD)

A Texas science academy offers a technology course in which the entire grade is based solely on a single project. Grades are based on student-made products, documentation of how they were created, and presentations before a panel of engineers. (Author/JOW)

Describes the technique of linked multiple choice, a hybrid of open-ended and multiple-choice formats. Explains how it combines the testing power of free-response questions with the efficient grading of multiple choice. (SK)

Examined perceptions about plagiarism, correct source citation, and the evaluation of written assignments containing plagiarized material among 156 college students. Found great variability in students' knowledge/recognition of citation methods and in perceptions about best and fairest way to evaluate plagiarized assignments. Most indicated grades…

The personality preferences and temperaments of 82 intermediate accounting students were identified by the Myers Briggs Type Indicator and Keirsey Temperament Sorter. Relationships were found between personality variables and the number of class absences, class participation, and the performance in homework and problems on the final examination.…

Seeks evaluative strategies for grading poetry that occupy an elusive middle ground between flexibility and consistency. Discusses rubrics, collections, conference/negotiation, self-evaluation, and explication. (RS)

This article gives a brief overview of the structure and purposes of rubrics; reviews the benefits of using rubrics as both teaching and grading tools; warns against approaches that limit the effectiveness of rubrics; and urges instructors to take simple steps toward ensuring the validity, reliability, and fairness of their rubrics. Tips for using…

The strategies employed by a high school teacher to grade a student's paper quickly and the consequences of returning the graded paper to the student within a short time are discussed. Returning the papers quickly have its own benefits such as the students will be getting their feedbacks regularly and they can succeed in the art of writing quickly.

This study advances two contributions to the study of student evaluations of teaching: (a) a multilevel conceptualization that allows for the simultaneous analysis of individual- and class-level correlates of evaluations and (b) an application of recent social/organizational psychology theory and research on fairness. Thus, this study examined the…