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ALWAYS RIGHT? This story is part of a series about Teaching Gen Z. Read other stories here, here, and here. There was a time when Maiya Villanueva was excited about [...]

When I was in high school in the late 1990s, my copy of The Princeton Review's 310 Best Colleges was more dog-eared than any of the beloved books on my [...]

WHEN INSTRUCTORS STOP TEACHING their undergraduate courses, what's a university to do when grades are due? That's a key question facing the University of Michigan at Ann Arbor, where striking [...]

Some 38 years after I sat in the school gym to take them, I still endure the odd nightmare about my O levels. The grades - 4 As, 4Bs and [...]

The Pontiac (Mich.) School District is headed for an overhaul to deal with dwindling enrollment, but some things will remain the same. The school board has voted to stick with […]

Pupils applying for a reevaluation of their grades stand a greater chance of achieving it when rechecked by another examining board. This reveals differences in the marking system between different examining bodies.

The notion of item context effects have implied that psychometric properties of an item or scale are altered by the presentation format, for example, blocked versus randomized. Scale means, scale homogeneities and relations with grades in the corresponding and noncorresponding subjects are very similar and the practical implications of these results for economical measurement of educational and psychological concepts are discussed.

The Quality and Curriculum Authority released figures that show a drop over several years in the marks needed to gain certain grades, for which the GCSE examiners stand accused. However, examiners argue that variation in marks depends on the syllabuses being new or old, difficult or easy, and hence the marks needed for an A grade would be lowered or increased in keeping with the student's low or high marks respectively.

Development of a measure model used for coping research in early adolescence was the main theme of this study. Suggestions of the findings of the relative productive and nonproductive coping factors are discussed.

Evaluation of the construct validity of the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was conducted with the application of factor analysis to the WISC-III scores of 505 gifted students. The results suggested that a substitute WISC-III composite score would be a better review of ability for gifted students.

ARKANSAS TECH Number: 18 Grade: A Why?: The Wonder Boys signed the highest percentage of in-state athletes of any school (69.2 percent), including four from hometown Russellville High School. ArkansasSports360.com [...]

A STUDENTS RECEIVE their grades from fall semester, a few will be elated with their success. Most students will have a mix of some higher and some lower grades than [...]

students in green schools go above and beyond. REPORTING BY CHRISSY KADLECK With more than 4,250 kids enrolled in five schools throughout the district, Green's students earn high marks inside [...]

Research published by Ofqual, the exam regulator in England has revealed that primary teachers have near blind faith in the accuracy of exam grades as compared to secondary teachers who believe them to be unpredictable and unreliable. However, teachers did suggest that GCSEs could be made more variable, unpredictable and to an extent unreliable.

The best-kept secret in education today--from kindergarten to college, public schools to private academies--is how well students are doing. So well, in fact, that more students make than miss the [...]

Research reveals that examiners believe at least 20% of pupils are awarded the wrong exam grades. They also feel that correct measures are being taken to reduce exam-related mistakes.

The article discusses the biggest improvement in this year's GCSE results since 1990, with 2/3 of the students being awarded a C grade or better. The number of students achieving the 4 top grades rose form 2.4 to 65.7 percent with more than one in five being awarded the A grade.

Grades 9-12: [] Encourage your teen to work hard on improving his GPA, and to take the ACT and/or SAT at least once by spring of his junior year. [] [...]

The inability of the Qualifications and Curriculum Authority (QCA) to ascertain whether exams are getting easier or harder and if education standards are improving or declining is presented.

The article reviews the Qualifications and Curriculum Authority (QCA), which reveals that fears of falling standards are unfounded and that standards at GCSE and A-level exams are maintained.

Research reveals that it is very difficult to score A-level grades in science subjects. Hence, the science teachers insist that grades must be benchmarked against subjects to prevent inconsistency.

As any educator knows, identifying students who perform poorly on a standardized test is only the first step toward turning things around. That's why a team at Boston College is [...]

The AQA exam board had to change marks of about 8,000 pupils for the January 2004 exams after it was found that the mark scheme and guidance sent to schools and colleges made it virtually impossible for students to score more than 68 percent. The AQA board had to increase the scores of all its candidates for the applied GCSE in information and communication technology.