Thesis (Ph. D.)--Columbia University, 1926. / At head of title: The Lincoln school of Teachers College. Vita. Published also without thesis note. Bibliography: p. 67-77.

Thesis (M.R.E.)--B.Y.U. Dept. of Church History and Doctrine. / Electronic thesis. Also available in print ed.

"The writer has come to believe that much of the discussion in faculty meetings on the topic 'How to Improve Evaluation of Pupil Progress' has centered too much on the mechanics of reporting, that is, upon a debate regarding the form and kind of marking system used in the report card itself. Ideas gathered from several courses taken at Florida State University and from reading have convinced the writer that while, in evaluating pupil progress, the method of reporting is important, building a new report card is not the first step to be undertaken. Several prior questions of a very fundamental sort must be answered before one comes to settling the report card issue. Therefore the paper will reflect what the writer considers to be essential considerations in the process of defining learning outcomes, securing evidence of their achievement, and reporting the progress achieved"--Introduction. / Typescript. / "August, 1958." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: W. Edwards, Professor Directing Paper. / Includes bibliographical references (leaves 46-47).

Recording the progress of children and reporting to parents is one of the important responsibilities of the elementary school today. Reporting is a request by parents to know about the progress or lack of progress of children, but there has not been found any type of law stating that the school must give parents any type of report. It is assumed that each school will engage in this activity. / Typescript. / "August, 1953." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Mildred E. Swearingen, Professor Directing Paper. / Includes bibliographical references (leaves 46-48).

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The purpose of this study was to determine if a teacher's knowledge of a sixth grade student's prior academic performance affects the teacher's grading of the student's work on math papers. This study attempted to isolate the singular characteristic of a teacher's prior knowledge of a student's academic performance as a possible source for grading discrepancies.Four math papers were developed following the guidelines from the Indiana Statewide Test of Educational Progress (ISTEP) in mathematics for sixth grade. Four selected report cards representing high academic performance and four representing low academic performance were attached to the four student papers along with the appropriate answer keys. One-third of the instruments had high academic performance attachments, one-third had low academic performance attachments, and one-third had no academic performance attachments. The instruments were randomly assigned to experienced teachers for grading.The analysis of the data indicated that the mean number grades for high academic performance papers when compared to the control group differed significantly at the .05 level of confidence. The mean of the letter and number grade scores assigned to low academic performance papers compared to the control group did not differ significantly.Based on the findings of this study, conclusions were drawn. Among the conclusions reported were:1. Teachers' grades on the same math papers were remarkably varied.2. Number grades assigned to the same math papers differed significantly for high academic performance.3. The range for letter and number grades for each paper was extremely broad over all independent variables.4. The scoring discrepancies for letter and number grades created a question regarding grading validity.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 115-123).

Thesis (M.A.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains iii, 30 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 23-24).

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.