This article is organized into two parts: (1) a review of literature on teachers' grading practices, and (2) a discussion of the findings about teachers' grading practices in light of evaluation and motivation theory. The discussion considers both research implications and practical recommendations. (Author)

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)

An instructor in a junior high school English program which involved teaching approximately 160 eighth graders on a daily basis found it almost impossible to assess students fairly by taking individual differences into account when grading. Her solution was to invite students to participate in the construction, performance, and evaluation of their…