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Articles
by Stuart Rojstaczer & Christopher Healy — 2012
College grades can influence a student’s graduation prospects, academic motivation, postgraduate job choice, professional and graduate school selection, and access to loans and scholarships. Despite the importance of grades, national trends in grading practices have not been examined in over a decade, and there has been a limited effort to examine the historical evolution of college grading. This article looks at the evolution of grading over time and space at American colleges and universities over the last 70 years. The data provide a means to examine how instructors’ assessments of excellence, mediocrity, and failure have changed in higher education.

by Perry Zirkel — 1999
This article challenges schools of education to implement credible and meaningful grading systems to combat pervasive grade inflation.

by Daniel Kain — 1996
This report describes a "crisis" in teacher relations (a controversy about grading) and the practice of collaboration as it is revealed in this crisis. The discussion highlights the importance of teacher teams' maintaining their planned focus.

by Robert Linn — 1990
There is a growing consensus as to the need for revising instruction in assessment at the preservice and in-service levels. After discussing the mismatch between instructional priorities in measurement courses and the perceived needs of teachers, the author proposes seven general assessment topics that need more attention in teacher education.

by R. McDermott, Shelley Goldman & Hervé Varenne — 1984
In this article, we offer a look at how homework is handled in two families. We offer one regressive scene and one that is more successful, and situate both as sensible adaptations to a community of pressures.

by Mary White & Jan Duker — 1973
This article discusses the differences between formal education and a newer educational age, in which pluralistic models of schooling will be thoughtfully matched with pluralistic models of evaluation.

by Stuart Rojstaczer & Christopher Healy — 2010
Here we report on historical and recent grading patterns at American four-year colleges and universities. Records of average grades show that since the 1960s, grading has evolved in an ad hoc way into identifiable patterns at the national level. The mean grade point average of a school is highly dependent on the average quality of its student body and whether it is public or private. Relative to other schools, public-commuter and engineering schools grade harshly. Superimposed on these trends is a nationwide rise in grades over time of roughly 0.1 change in GPA per decade. These trends may help explain why private school students are disproportionately represented in Ph.D. study in science and engineering and why they tend to dominate admission into the most prestigious professional schools. They also may help explain why undergraduate students are increasingly disengaged from learning and why the US has difficulty filling its employment needs in engineering and technology.

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Book Reviews
by Patrick Allitt
reviwed by Maria Cardelle-Elawar — 2005

by Rosanne M. Cordell, Betsy Lucal, Robin K. Morgan, Sharon Hamilton, Robert Orr (Editors)
reviwed by Laurel Trufant — 2005

by W. James Popham
reviwed by John Criswell — 2004

by Gary Natriello, Sanford M. Dornbusch
reviwed by Nathalie Gehrke — 1986

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Resources
  • Educational Policy
    International in scope and analytical in orientation, Educational Policy provides an interdisciplinary forum for improving education in primary and secondary schools, as well as in higher education and non-school settings.
  • Journal of Curriculum Studies
    The Journal of Curriculum Studies publishes original, refereed contributions to the theory and practice of and policy-making for curriculum, teaching, and the assessment of schooling.
  • Teacher Development
    Teacher Development is a new fully refereed international journal that seeks to publish articles on all aspects of teachers' professional development. It aims to act as a medium for critical and reflective attention to practice in teacher development and thereby to contribute to the quality of professional development. As an innovative journal in an expanding and diversifying field contributions are welcome from professional teachers and those who support them in every sector of education and training.
  • Alberta Journal of Educational Research
    AJER is a quarterly journal devoted to the dissemination, criticism, interpretation, and encouragement of all forms of systematic inquiry into education and fields related to or associated with education.
  • Assessment & Evaluation in Higher Education
    Assessment & evaulation in Higher Education is an established internation refereed journal which publishes papers and reports on all aspects of assessment and evaulation within the various disciplines representative of higher education.
  • Assessment in Education: Principles, Policy & Practice
    Assessment in Education will provide a focus for increasing scholarly output in the field of assessment, much of which is currently scattered across a number of other specialist journals. Given the need for scholars to be aware of related developments in different parts of the world, this journal will be explicitly international in focus and will seek to publish contributions from different national settings with different assessment priorities.
  • Westminster Studies in Education
    Westminster Studies in Education is an international and multi-disciplinary refereed Journal which publishes empirical studies and scholarly discussions where the focus is on innovative of problematic aspects of teaching, learning, assessment and evaluation as these occur in a wide variety of formal and informal settings, for example, schools, universities, churches, the work place, the local community and where life-long learning takes place.
  • Interchange
    Interchange, an externally refereed educational quarterly, embraces educational theory, research, analysis, history, philosophy, policy, and practice. The journal seeks to foster exchanges among practitioners, policy-makers, and scholars, and to provide a forum for comment on issues and trends in education.
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