Relevant bibliographies by topics / Grading

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Grading'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Grading"

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Khazal, R., Crina Boboc, and S. Dăscălescu. "Group gradings of M2(K)." Bulletin of the Australian Mathematical Society 68, no. 2 (October 2003): 285–93. http://dx.doi.org/10.1017/s0004972700037667.

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We describe all group gradings of the matrix algebra M2(k), where k is an arbitrary field. We prove that any such grading reduces to a grading of type C2, a grading of type C2 × C2, or to a good grading. We give new simple proofs for the description of C2-gradings and C2 × C2-gradings on M2(K).
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Gordienko, Alexey, and Ofir Schnabel. "Categories and Weak Equivalences of Graded Algebras." Algebra Colloquium 26, no. 04 (November 18, 2019): 643–64. http://dx.doi.org/10.1142/s1005386719000476.

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In the study of the structure of graded algebras (such as graded ideals, graded subspaces, and radicals) or graded polynomial identities, the grading group can be replaced by any other group that realizes the same grading. Here we come to the notion of weak equivalence of gradings: two gradings are weakly equivalent if there exists an isomorphism between the graded algebras that maps each graded component onto a graded component. Each group grading on an algebra can be weakly equivalent to G-gradings for many different groups G; however, it turns out that there is one distinguished group among them, called the universal group of the grading. In this paper we study categories and functors related to the notion of weak equivalence of gradings. In particular, we introduce an oplax 2-functor that assigns to each grading its support, and show that the universal grading group functor has neither left nor right adjoint.
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Friedman, Stephen J. "Grading Teachers' Grading Policies." NASSP Bulletin 82, no. 597 (April 1998): 77–83. http://dx.doi.org/10.1177/019263659808259713.

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Vala, Viram J., and Dr Vijay Kumar Soni. "Standardisation and Grading." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 21–22. http://dx.doi.org/10.15373/2249555x/feb2012/9.

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Koshrawipour, Tanja, Ingo Stricker, Andrea Tannapfel, Lars Steinstraesser, Stefan Langer, and Andrej Ring. "Risk factors leading to grading changes within 300 low-grade soft tissue sarcomas." Journal of Clinical Oncology 30, no. 15_suppl (May 20, 2012): 10059. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.10059.

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10059 Background: Soft tissue sarcomas (STS) are rare, mesenchymal derived tumors. Based on malignancy, three grades are distinguished with G1 equaling low grade, G2 intermediate grade and G3 high grade, respectively. Studies have shown that some G1 tumors which underwent complete surgical resection reoccurred as lesions with a grading shift from G1 to higher malignancy. This grading change is referred to as up grading. Patients with grading changes were thoroughly examined in our study. Our aim was to find possible risk factors for up gradings, such as age, localization of tumor and tumor type. Methods: This retrospective case control study evaluated 333 Patients, who, between 1996 to 2011 were treated for G1 STS at Bergmannsheil Bochum, university clinic. These patients received complete initial surgical resection. Among our 333 patients, 9.9% (n=33) developed up gradings of their STS. These were then reviewed more closely in the aim of finding possible risk factors. We did not exclude any patients from our data or deliberately pick any grading changers and regard our collective as randomly sampled. The processed data includes age, gender, tumor type, tumor localization, occurrence of recidive and grading change. Results: Patients with up gradings were found to have a higher mean age of 4, 5 years than reference collective. The tumor type has a strong, statistically significant effect on grading change as patients with fibrosarcomas have a threefold risk of developing up gradings when compared to patients with other G1 STS. Conclusions: Our results indicate that age and tumor type play the key role in the development of up gradings in low malignant STS .Patients aged 60 and above diagnosed with fibrosarcomas are at a 3 times higher risk of developing a grading change as opposed to patients younger than 60 with other low grade STS than fibrosarcoma. We discussed the significance of these risk factors and argued whether, in addition to wide tumor resection, a short term postoperative radiotherapy should be applied for these patients to improve therapeutical outcome.
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Hupe, Marie Christine, Anne Offermann, Verena Sailer, Axel S. Merseburger, and Sven Perner. "Das neue ISUP 2014/WHO 2016 Prostatakarzinom-Grading – Status quo 5 Jahre nach seiner Einführung." Aktuelle Urologie 50, no. 06 (August 7, 2019): 619–24. http://dx.doi.org/10.1055/a-0918-9473.

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Zusammenfassung Hintergrund Im Jahr 2014 wurde durch die ISUP (International Society of Urological Pathology) eine Modifikation des Gradings für das Prostatakarzinom (PCa) eingeführt, welches 2016 von der Weltgesundheitsorganisation (WHO) anerkannt und übernommen wurde. Neben der Definition von 5 „Grade Groups“ wurden auch einige histomorphologische Kriterien angepasst. Unsere Übersichtsarbeit stellt die Ergebnisse aller aktuellen Studien und deren Bewertungen des neuen Gradings zusammen. Material und Methoden Es erfolgte eine Literaturrecherche in der PubMed-Datenbank. Insgesamt sind aus dem Zeitraum 2016 – 2018 15 Studien identifiziert und in die Übersicht eingeschlossen worden. Ergebnisse Die Hauptziele des neuen ISUP 2014/WHO 2016 PCa-Gradings sind ein (I) präziseres und vereinfachtes Grading, (II) eine verringerte Übertherapie indolenter PCa und (III) eine verbesserte Kommunikation mit den Patienten. Die Mehrzahl der Studien wählte das biochemische Rezidiv als Endpunkt und bescheinigte dem neuen Grading eine höhere prognostische Wertigkeit im Vergleich zum früheren Gleason Grading. Interessanterweise war es jedoch nur in wenigen Studien klar ersichtlich, dass die archivierten Proben tatsächlich auch nach den modifizierten histomorphologischen Kriterien reevaluiert („Re-Grading“) und nicht nur in die neuen „Grade Groups“ übersetzt wurden („Re-Grouping“). Schlussfolgerung Die Mehrheit der analysierten Studien bestätigt die prognostische Wertigkeit des neuen ISUP 2014/WHO 2016 Gradings und empfiehlt dessen weltweite Anwendung. Jedoch muss bei der Interpretation bisheriger Studien berücksichtigt werden, dass das notwendige „Re-Grading“ als korrekte Anwendung des neuen Gradings nicht immer klar ersichtlich war.
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Patil, Vijayalaxmi S., Surekha B. Hippargi, Raga Sruthi Dwarampudi, and Lynda Rodrigues. "Correlation Of Various Cytological Grading Systems With Histopathological Grading In Breast Carcinoma." Annals of Pathology and Laboratory Medicine 5, no. 4 (April 2018): A322–328. http://dx.doi.org/10.21276/apalm.1837.

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Dr. Bheemanagouda, Dr Bheemanagouda. "IPO Grading – An Insight." Indian Journal of Applied Research 1, no. 6 (October 1, 2011): 12–14. http://dx.doi.org/10.15373/2249555x/mar2012/5.

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Weis, Gregory F. "Grading." Teaching Philosophy 18, no. 1 (1995): 3–13. http://dx.doi.org/10.5840/teachphil199518114.

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Sotiriou, C., Wirapati, S. Loi, C. Desmedt, B. Haibe-Kains, F. Piette, M. Buyse, G. Bontempi, M. Delorenzi, and M. Piccart. "Is genomic grading killing histological grading?" European Journal of Cancer Supplements 4, no. 2 (March 2006): 177. http://dx.doi.org/10.1016/s1359-6349(06)80452-0.

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Dissertations / Theses on the topic "Grading"

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Nilsson, Anna-Maria, and Malin Björk. "Interpretation and Grading in the Current Grading System." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29798.

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Detta examensarbete behandlar det mål- och kriterierelaterade betygssystemet som används i svenska skolor idag. Vi har valt att undersöka hur lärare uppfattar det nuvarande betygssystemet och vilka utmaningar de möter när de betygssätter i det engelska ämnet. Intresset för ämnet fördjupades under vår slutpraktik, och efter att ha haft diskussioner tog vi beslutet att djupare granska det nuvarande betygssystemet. Ett skäl för detta var att vi ville känna oss tryggare när vi väl lämnar lärarhögskolan. Eftersom det nuvarande betygssystemet är ett redskap för lärare att arbeta med debatteras detta dagligen i skolan. Även om lärarna ger intryck av att fortfarande ha problem med det nuvarande betygssystemet, visar resultaten att majoriteten av de intervjuade har förstått systemet. Det verkar som om svårigheterna snarare är hur man ska tolka de olika styrdokumenten eftersom målen och kriterierna ofta är väldigt öppna. En allmän åsikt hos lärarna är att de inte har några svårigheter med betygssättandet i sig i det nuvarande betygssystemet, men de efterfrågar dock fler betygssteg för att bättre kunna förklara var eleverna befinner sig på betygsskalan. Vi kom slutligen fram till att lärarna anser att systemet gynnar elever såväl som lärare. Dessutom är det även nödvändigt att ständigt diskutera det nuvarande betygssystemet så att man bättre förstår vad det innebär.
This dissertation deals with the goal- and criterion-referenced grading system in use in Swedish schools today. We have chosen to investigate how teachers perceive the current grading system and what challenges they are faced with when grading in the English subject. The interest for this topic was deepened during our final in-school-practices after which we discussed the issue with each other and came to the conclusion that the grading system would be useful to delve into in order to feel more secure when leaving the teacher training college. The current grading system is debated in schools on a daily basis since it is a tool for teachers to work with. Although the teachers give the impression of still having difficulties with the current grading system, the results show that the majority of the interviewees have grasped the system. It rather seems as if the difficulty is how to interpret different policy documents due to the fact that the goals and the criteria are of a general nature at times. A general opinion among most of the teachers is that they do not have difficulties with the grading itself in the current grading system. But they do, however, request further grading steps in order to be better able to explain where the students are on the grading scale. Moreover, we concluded that the teachers believe the system to benefit the students as well as themselves. Also, that it is necessary to continuously have discussions concerning the current grading system so as to better understand what it entails.
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Henry, Dawn Therese. "Standards-based Grading: The Effect of Common Grading Criteria on Academic Growth." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522846892709392.

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Dauncey, William Monte. "Assessment of teachers' grading practises." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26391.

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Educators have been using the letter grade system of grading and reporting student achievement for several decades. Since its inception, teachers have derived letter grades from a variety of grading techniques. As a result, this approach to grading has often received criticism from those who question its reliability and usefulness. The purpose of this study was to determine if letter grades could be made more reliable by statistically balancing raw achievement scores prior to aggregation for reporting purposes. Many authors have written to attack letter grades while others have written to defend their use. Some have written to suggest alternatives to letter grades while still other writers have suggested methods of improving grading techniques. However, literature searches have shown that very little research has been done to assess teachers' grading practises and the grades they award students. This investigative study was designed to evaluate the grading methods used by 37 randomly selected elementary school teachers. Information on their methods of grading was collected in three ways: (a) by way of a questionnaire, (b) by having the subjects weight, total, and rank a hypothetical set of raw achievement scores, and (c) by having the subjects submit class records for one reporting period from two subject areas, mathematics and social studies. The raw scores for each class were statistically balanced and the teachers regraded their students based on the revised aggregate totals. In order to control for extraneous and subjective factors, the same grading criterion was used for both the original and the revised aggregate scores. The rankings of the original aggregate scores were compared to those derived from the balanced aggregate scores using the Spearman Rank Correlation Coefficient. The correlations were found to be significant for each record sheet, indicating that the null hypothesis should be rejected for each of the 56 classes studied. Analysis of the class record sheets and questionnaire responses also revealed: (a) that 46% of the 1,314 students involved in the study received a change in letter grade in spite of the significant rank correlation coefficients. This suggests that for many students, the assignment of letter grades was unreliable and based on factors other than total score rankings. (b) that only 5% of the respondents used methods that would apply the desired weighting factors to the raw scores. This suggests that many teachers used unreliable methods to weight assignment scores. (c) that none of the subjects in this study used reliable methods to compensate a student who has missed one or more assignments or tests. This suggests that students who were absent may have been unjustly rewarded or penalized when their aggregate scores were calculated. (d) that 76% of the respondents showed a desire to learn more about collating raw scores and assigning letter grades to aggregate scores. These results suggested that in-service instruction and pre-service training in particular aspects of grading and reporting would be justified for many members of the research sample. Areas of greatest need are those concerning the weighting of raw scores, the allocation of letter grades, and the calculation of compensation scores for students who have missed assignments.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Lycken, Anders. "Appearance grading of sawn timber /." Luleå : Luleå tekniska universitet/LTU Skellefteå/Träteknologi, 2006. http://epubl.ltu.se/1402-1544/2006/10/.

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Horton, Sandra L. "Interventions to improve grading proficiency." Thesis, Indiana Wesleyan University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742933.

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Declining scholarly writing abilities are well-documented among college students and are of particular concern in schools of nursing whose graduates are groomed to become leaders in the nation’s healthcare system. Reasons for students’ poor writing are multifactorial; however, faculty’s inability to correctly identify errors and wide variability in grading practices have been identified as major components. A doctoral translating evidence into nursing practice project was designed to study the effectiveness of a faculty-focused writing course on (1) improving identification of errors, (2) reducing inaccurate feedback, and (3) reducing grading variability. This descriptive, crosssectional, interventional study was implemented at a private liberal arts university in the Midwest. Results were measured by having participants grade the same fictitious student paper containing 41 grammatical, punctuation, capitalization, and APA formatting errors pre and post the interventional course. Sixty-seven participants completed the four-week online writing course, and 43 participants completed the study with fully evaluable data. The writing course significantly increased the number of errors identified and decreased the number of inaccurate comments on the fictitious paper; however, overall grading variability remained unchanged. The study identified characteristics of faculty most proficient in grading practices and ways to potentially improve faculty writing and grading abilities. The creation of a guide to assist students in writing and faculty with grading APA formatted papers was an incidental outcome of the study.

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Moeller, Mary. "Factors That Influence Peer Grading." Ashland University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1430752119.

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Gilles, Frédéric. "Grading morphometrique des tumeurs phyllodes." Lille 2, 1990. http://www.theses.fr/1990LIL2M215.

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Chung, Sung-Kuang. "SOGA Secure Online Grading Assistant /." [Florida] : State University System of Florida, 2000. http://etd.fcla.edu/etd/uf/2000/ane5877/soga%5Ffinal%5Fsubmission.pdf.

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Thesis (M.S.)--University of Florida, 2000.
Title from first page of PDF file. Document formatted into pages; contains vii, 53 p.; also includes graphics. Vita. Includes bibliographical references (p. 52).
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Dwyer, Edward J. "Encouraging Writing Through Flexible Grading." Digital Commons @ East Tennessee State University, 1990. https://dc.etsu.edu/etsu-works/3329.

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Ye, Xiaojin. "Grading criteria of college algebra teachers." Thesis, Kansas State University, 2011. http://hdl.handle.net/2097/11998.

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Master of Science
Department of Mathematics
Andrew G. Bennett
The purpose of my research is to identify what features of a graph are important for college teachers with the intention of eventually developing a system by which a machine can recognize those features. In particular, I identify the features that college algebra teachers look at when grading graphs of lines and how much disagreement there is in the relative importance graders assign to each feature. In the process, eleven students from college algebra classes were interviewed and asked to graph six linear functions of varying difficulty. Eleven experienced college algebra graders were asked to grade the selected graphs, and interviewed to clarify what features of the graphs were important to them in grading. Altogether, a general grading rule appears to be: slope is worth 4 points, y-intercept is worth 4 points, labeling of intercepts, points and graph is worth 1 point. After that, add 1 point if everything is correct. All graders considered slope and y-intercept to be very important. Only some of them considered labeling to be important. Anything else was a matter of a single point adjustment. Furthermore, the graders judged slope and intercept from two points(the y-intercept and the first point to the right). Returning to the students’ work, I saw that the students also placed extra importance on points to the right of the y-axis. I conclude that this grading style may have a role in students’ learning to think only about two points in a line (but nothing else), and that replicating human grading may not be the best use of machine grading.
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Books on the topic "Grading"

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Brookhart, Susan M. Grading. 2nd ed. New York: Merrill, 2009.

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Staab, Steffen. Grading Knowledge. Berlin, Heidelberg: Springer Berlin Heidelberg, 1999. http://dx.doi.org/10.1007/3-540-46618-5.

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Walvoord, Barbara E. Fassler. Effective Grading. New York: John Wiley & Sons, Ltd., 2009.

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Pagel-Theisen, Verena. Diamond grading abc: Handbook for diamond grading. Antwerp: Rubin & Son, 1993.

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Damjanov, Ivan, and Fang Fan, eds. Cancer Grading Manual. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-34516-6.

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Damjanov, Ivan, and Fang Fan, eds. Cancer Grading Manual. New York, NY: Springer New York, 2007. http://dx.doi.org/10.1007/978-0-387-33751-7.

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Powderly, Daniel D. Fabric inspection & grading. Columbia, S.C: Bobbin International, 1987.

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Service, United States Agricultural Marketing. Poultry-grading manual. [Washington, D.C.?]: U.S. Dept. of Agriculture, Agricultural Marketing Service, 1989.

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United States. Agricultural Marketing Service. Poultry-grading manual. [Washington, D.C.?]: U.S. Dept. of Agriculture, Agricultural Marketing Service, 1989.

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United States. Agricultural Marketing Service. Poultry-grading manual. [Washington, D.C.?]: U.S. Dept. of Agriculture, Agricultural Marketing Service, 1989.

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Book chapters on the topic "Grading"

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Aymer, Valerie E. "Grading vignettes." In Landscape Grading, 155–77. 2. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003006404-8.

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Hale, Daniel Scott. "Grading." In Muscle Foods, 186–223. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-5933-4_7.

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Chun, Julia, Tyler Tingley, and William Lidwell. "Grading." In The Elements of Education for School Leaders, 42–43. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321641-21.

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Lacy, Alan C., and Skip M. Williams. "Grading." In Measurement and Evaluation in Physical Education and Exercise Science, 338–67. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315312736-10.

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Renner, Karen J. "Grading." In How to Build a Life in the Humanities, 41–49. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137428899_6.

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Natriello, Gary, and Hui Soo Chae. "Grading." In Encyclopedia of Cross-Cultural School Psychology, 484–87. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_187.

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Rankin, Jenny Grant. "Grading." In First Aid for Teacher Burnout, 73–90. 2nd ed. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003281320-7.

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Ertel, Pamela A. Kramer, and Madeline Kovarik. "Grading." In The ABC's of Classroom Management, 54. 2nd ed. New York: Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-86.

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Lieberg, Carolyn. "Grading." In Teaching Your First College Class, 161–83. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003447481-13.

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Aymer, Valerie E. "Basics of grading." In Landscape Grading, 1–11. 2. | Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003006404-1.

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Conference papers on the topic "Grading"

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Ellis, Heidi J. C. "Self-grading." In the 11th annual SIGCSE conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140258.

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Bode, Martina, Jenny Ross, and Irene Tsapara. "ONLINE GRADING PLATFORMS, IMPROVE QUALITY AND EFFICIENCY OF GRADING!" In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2693.

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Sadashiva, Nishanth, Dhaval Shukla, Subhas Konar, Akshay Kulkarni, Dhananjay Bhat, and Bhagavatula I. Devi. "Novel Comprehensive Grading for Giant Pituitary Adenomas: Slap Grading." In 31st Annual Meeting North American Skull Base Society. Georg Thieme Verlag KG, 2022. http://dx.doi.org/10.1055/s-0042-1743685.

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Lu, Yanxin, Joe Warren, Christopher Jermaine, Swarat Chaudhuri, and Scott Rixner. "Grading the Graders." In WWW '15: 24th International World Wide Web Conference. Republic and Canton of Geneva, Switzerland: International World Wide Web Conferences Steering Committee, 2015. http://dx.doi.org/10.1145/2736277.2741649.

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Toro, Luis Alberto Wills. "Grading beyond supersymmetry." In Workshops on particles and fields and phenomenology of fundamental interactions. AIP, 1996. http://dx.doi.org/10.1063/1.49723.

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Acton, Donald, and Celina Berg. "Electronic Grading Workshop." In WCCCE '19: Western Canadian Conference on Computing Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3314994.3325075.

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Shashidhar, Vinay, Nishant Pandey, and Varun Aggarwal. "Spoken English Grading." In KDD '15: The 21th ACM SIGKDD International Conference on Knowledge Discovery and Data Mining. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2783258.2788595.

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East, J. Philip, and J. Ben Schafer. "In-person grading." In the 36th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1047344.1047472.

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Yusianto, Rindra, Herwin Suprijono, Nur Islahudin, and Dony Satriyo Nugroho. "Smart Potato Grading using Image Processing and Fuzzy Grading System." In 2022 International Seminar on Application for Technology of Information and Communication (iSemantic). IEEE, 2022. http://dx.doi.org/10.1109/isemantic55962.2022.9920382.

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Xu, Gang, and Shuang Ma. "Voltage-grading and district-grading of power grid using pyramid model." In 2012 11th International Conference on Environment and Electrical Engineering (EEEIC). IEEE, 2012. http://dx.doi.org/10.1109/eeeic.2012.6221588.

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Reports on the topic "Grading"

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Whitney, D., and V. Pope. Risk Grading Spreadsheet Tool. Office of Scientific and Technical Information (OSTI), July 2012. http://dx.doi.org/10.2172/1406455.

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Chong, Alberto, Rafael La Porta, Florencio Lopez-de-Silanes, and Andrei Shleifer. Letter Grading Government Efficiency. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18268.

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Crane, P. W., and E. V. Lewis. Use grading of classified slugs. Office of Scientific and Technical Information (OSTI), August 1994. http://dx.doi.org/10.2172/86772.

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4

Xia, Xiaofeng. Spectroscopic Biomarkers For Breast Tumor Grading. Fort Belvoir, VA: Defense Technical Information Center, December 2010. http://dx.doi.org/10.21236/ada542537.

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5

Brink, Malia, Jiacheng Yu, and Pamela Metzger. Grading Injustice: Initial Appearance Report Cards. SMU Dedman School of Law, September 2022. http://dx.doi.org/10.25172/dc.9.

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Arrested people across the United States often wait in jail for days, weeks, or even months before seeing a judge or meeting an attorney. In November 2021, the Deason Criminal Justice Reform Center published Ending Injustice: Solving the Initial Appearance Crisis, a comprehensive report about this ongoing crisis in pre-trial due process. That report described the devastating consequences of delayed and uncounseled initial appearances. Now, these Initial Appearance Report Cards offer a closer look at the laws governing post-arrest procedures in each U.S. state, the District of Columbia, Guam, Puerto Rico, and the U.S. Virgin Islands. While the Deason Center’s previous report provided an overview of the initial appearance crisis nationwide, the Initial Appearance Report Cards are a rigorous assessment of the laws in almost every jurisdiction in the country. These report cards reveal enormous gaps in the legal protections accorded to people accused of crimes, illuminating both the scope of the initial appearance crisis and our urgent need to solve it.
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Figlio, David, and Maurice Lucas. Do High Grading Standards Affect Student Performance? Cambridge, MA: National Bureau of Economic Research, October 2000. http://dx.doi.org/10.3386/w7985.

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Kolgatina, Larisa, Lyudmyla Bilousova, and Oleksandr Kolgatin. Pedagogical diagnostics with use of computer technologies. CEUR-WS, June 2013. http://dx.doi.org/10.31812/123456789/3222.

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The technology of the automated pedagogical diagnostics is analysed. The testing strategy, oriented for pedagogical diagnostics purpose, and grading algorithm, which corresponds to Ukrainian school grading standards, are suggested. "Expert 3.05”software for automated pedagogical testing is designed. The methods of administration of the database of the test items are proposed. Some tests on the mathematical topics are prepared with "Expert 3.05". The approbation of these tests in the educational process of Kharkov National Pedagogical University named after G.S.Skovoroda is analysed.
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Ulrich, Andri, and Denver Lee Smith. Apollo-19 Ventilator Project Comparisons, Grading and Alternatives. Office of Scientific and Technical Information (OSTI), April 2020. http://dx.doi.org/10.2172/1617334.

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Cort, G., S. Donahue, J. Frank, B. Perkins, and J. Wrye. Grading standards, prepared by the Configuration Management Office. Office of Scientific and Technical Information (OSTI), January 1994. http://dx.doi.org/10.2172/10117311.

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Drouet Arias, Marcelo, Suzanne Duryea, Luana Marotta, Marcos Rangel, and Lucina Rodríguez Guillén. Discrimination in Grading: Evidence from Immigrants in Ecuador. Inter-American Development Bank, August 2023. http://dx.doi.org/10.18235/0005096.

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This article investigates whether discrimination taking the form of biased assessment of students by teachers is prevalent within Ecuadorian schools serving immigrants. Robust evidence is drawn from unique data pertaining to high-school students and educators. After holding constant performance in blindly scored tests of proficiency, we find that teacher-assigned Mathematics and Language grades suffer from well cardinal and ordinal grading biases against children from immigrant households. We show that these results are robust with respect to the omission of socio-emotional traits that are valued by teachers. Heterogeneity analyses indicate key differences by the gender of the students and perceptions of teacher engagement.
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