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Peer reviewedSerow, Robert C.; Jackson, Henry L. – NASSP Bulletin, 1983
Standardized tests are not sufficient to measure the full area of school effectiveness because they encourage the rating of students on a narrow range of capabilities, the emphasis of only one set of educational goals, and the use of a uniform set of teaching methods. (JW)
Descriptors: Achievement Rating, Achievement Tests, Criterion Referenced Tests, Elementary Secondary Education
Peer reviewedThomas, William C. – NASSP Bulletin, 1986
Argues that current grading practices in some schools lack consistency in several critical areas, including criteria for failure, absolute or relative standards, and motivation of slower students. Policies are suggested that will help educators develop fairer and more humane marking systems. (TE)
Descriptors: Academic Achievement, Academic Standards, Achievement Rating, Elementary Secondary Education
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