True, failures do not guarantee a poor future for students, but only Pollyanna can exclude all but virtues. (Author)

Reviews various types of grading and nongrading suggestions. (DS)

Grades represent only one type of achievement; our need is for a continuing andcomprehensive assessment ofstudent growth and development. (Author/IR)

The data indicates that the pass fail grading system investigated is well received and well perceived by all students, those electing the system as well as those opting for the traditional grading procedure. It is therefore concluded that this option should remain. (Author)

Demonstrates how case analyses can be evaluated on a more objective basis with the use of a grading matrix. Presents two frameworks, one a generalizable approach and the other based on a developmental process. (JOW)

The Pass-Fail grading system promotes healthy exploration in courses that otherwise might be avoided for fear of endangering the grade-point average. (CK)

Computers can be used for maintaining and producing student records. (CK)

Nine suggestions are presented for making the grading system more meaningful to students. (Author/CH)

In this paper, the design and development of a long-distance course on geriatric interdisciplinary teaming are presented. The focus is on the conceptualization of the course, followed by details surrounding developing a design team; designing curricular content; deciding delivery methods; scripting; overseeing and editing videos; and determining…

This paper considers whether high schools in competitive environments use grade inflation to attract and retain families, perhaps in addition to more constructive responses. Two measures of grade inflation are used: the cutoffs used by each school to assign a letter grade to a percent score; and high school GPA after controlling for test scores, a…

Moral issues embedded in grading practices of high school English teachers are central to this study. Arriving at a fair grade while weighing both achievement and non-achievement factors and the role of teachers' expectations are examined using a theoretical framework which considers grading processes in terms of truth, worthwhileness, trust, and…

The proportional odds (PO) model, which is also called cumulative odds model (Agresti, 1996, 2002 ; Armstrong & Sloan, 1989; Long, 1997, Long & Freese, 2006; McCullagh, 1980; McCullagh & Nelder, 1989; Powers & Xie, 2000; O'Connell, 2006), is one of the most commonly used models for the analysis of ordinal categorical data and comes from the class…