The paper examines several basic grading procedures, noting the advantages and disadvantages of each procedure for handicapped students. Eight alternatives to grading are mentioned; of these, four are considered: (1) contract grading, (2) pass-fail grading, (3) the mastery learning approach, and (4) written evaluations (including checklists). It…

Evaluation and grading are individual and unique components of the formal learning/teaching process. Both acts embrace moral as well as ethical concerns which demand thorough, reflective attention. As teachers, we must admit to the subjectivity of both and use that subjectivity in a positive striving toward fairness. Our concern should be with the…

Listening is an integral element of the curricular goals of all modern foreign language classrooms because it is: (1) a motivator and facilitator, (2) a reliable predictor of language learning success, and (3) a skill contributing to success in many endeavors in life. A variety of classroom teaching and testing procedures based on listening skills…

Low grades and papers overrun with corrections can discourage children from learning to write. Assuming children who write a great deal can become good writers, this article provides alternatives to grading: individual, weekly conferences; editing by peers; and use of an overhead projector. Praise and comments are considered a must. (DS)

Describes one teacher's implementation of subjective grading to assess student's achievement on mathematics tests. Reports student and parent reactions to the method. Shares five practices that developed with the experiences, and provides an example of the grading policy utilized. (MDH)

The crisis confronting calculus and mathematics education generally results from a number of failed assumptions implicit in the dominant lecture-homework-exam methodology used in teaching mathematics. Positive resolution of this crisis can be found in adopting a noncompetitive, collaborative approach to mathematics education. (Author)

Traces the history of grading and discusses the complex problem of evaluation and grading of student achievement. Reviews the various reference measures and notes the type of functions grades are supposed to serve. Cites seven alternatives to traditional grading. Concludes that "grades are the tail that wags the dog." (BRR)

Argues for a diverse response to the issues and objectives concerning assessment. Highlights a wide variety of assessment procedures from foreign schools, each one relevant to the local culture and educational objectives. Discusses the inherent dangers in overemphasizing, as well as underemphasizing, assessment. (MJP)

This document uses a question-and-answer format to explain different approaches and techniques for measuring and evaluating the progress of Missouri special needs students. Following an overview and six-word glossary, the topics covered include the purposes of evaluation; the role of the IEP (Individualized Education Plan) or IVEP (Individualized…

Offers seven criteria for developing mathematical thinking, plus suggestions for teaching and assessing students' progress that are compatible with each learning criterion. Provides evaluation sheets that help the teacher assess and grade students on the criteria. (10 references) (MDH)

This book provides a guide for early childhood educators in implementing and using portfolio assessment to measure children's learning. Chapter 1 focuses on, "How Young Children Learn." It explains that children are active learners who learn by doing things repeatedly, by making mistakes, and by being exposed to varying approaches,…

Presents the elementary-level formative evaluation method of functional diagnosis that gives students immediate feedback on completed assignments. Gives three examples of the method as observed in the classrooms of master teachers: putting red dots next to problems needing attention; paired learning, and student answer keys. (MDH)

This paper assists teachers in developing grading practices that communicate students' achievements to their parents effectively and fairly. A teacher's personal grading philosophy must be considered in developing a personal plan. Procedural steps in establishing a plan are outlined, and the features of several common methods are compared. (SLD)

Suggests how social studies teachers can critically choose methods that allow for differences in students' learning styles and abilities and select ways to help students become part of the evaluation process. Includes a chart of nine different techniques which outlines advantages and considerations. (MJP)

Presents answers from a teacher, a curriculum developer, and the educational literature to the question "How is hands-on learning evaluated?" Describes different approaches to performance-based assessments including performance tasks, observational checklists, and portfolios. (PR)