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This paper aims at analyzing the relationship between university performances of freshman students, measured by the University credits (CUs) gathered during the first semester, and the results achieved in T.E.L.E.MA.CO. test, a useful tool for orientation and access to university studies based on solid scientific methodologies, and their social-demographic characteristics. This analysis is useful to understand when and how timely policies and programs can be implemented to avoid losing students, a frequent trend, especially in the first semester of the first year. All the considered students are enrolled at the Economic Department of the University of Genoa. Data provided directly by the Department are analyzed from a descriptive point of view and then a logit model is used to compute the probability of getting at least 15 CUs at the end of the first semester. Furthermore, the paper investigates the existence of a gender gap in mathematics before the beginning of university and after the first exams, based on the score gained in the admission test in the numeracy section (pre-university assessment) and the mark obtained in the mathematics exam (post-university assessment). Finally, this work attempt to explain if the university environment contributes to increase or reduce the gender gap.

Educational tests and measurements. --- Grading and marking (Students)

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The current trend toward machine-scoring of student work, Ericsson and Haswell argue, has created an emerging issue with implications for higher education across the disciplines, but with particular importance for those in English departments and in administration. The academic community has been silent on the issue-some would say excluded from it-while the commercial entities who develop essay-scoring software have been very active. Machine Scoring of Student Essays is the first volume to seriously consider the educational mechanisms and consequences of this trend, and it off

Data processing. --- Educational tests and measurements. --- Educational tests and measurements - Data processing. --- English language - Rhetoric - Study and teaching - Evaluation. --- English language. --- Evaluation. --- Grading and marking (Students). --- Grading and marking (Students) - Data processing. --- Report writing. --- Report writing - Study and teaching (Higher) - Evaluation. --- Rhetoric. --- Study and teaching. --- Study and teaching (Higher). --- English language --- Report writing --- Grading and marking (Students) --- Educational tests and measurements --- English Language --- English --- Languages & Literatures --- Evaluation --- Study and teaching --- Rhetoric --- Study and teaching (Higher) --- Data processing --- Graded schools --- Marking (Students) --- Students --- Research paper writing --- Research report writing --- Term paper writing --- Grading and marking --- Examinations --- School reports --- Authorship --- Interpretation --- Rating of --- Germanic languages

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This book shares insights into the achievement gap in mathematics between East Asian and Western countries, and the ways to improve students’ mathematics achievements. Especially, it highlights the importance to integrate case studies with large-scale international comparative studies in general, and comparative studies of mathematics education in particular. This book is a must-read for mathematics teachers, mathematics educators, educational researchers, education administrators, curriculum developers, assessment designers, and student teachers who are interested in mathematics education and how to improve students’ mathematics achievements.

Mathematics. --- Mathematics --- Grading and marking (Students) --- Study and teaching (Primary) --- Graded schools --- Marking (Students) --- Students --- Math --- Grading and marking --- Science --- Educational tests and measurements --- Examinations --- School reports --- Interpretation --- Rating of --- Mathematics Education. --- International and Comparative Education. --- Mathematics—Study and teaching . --- International education . --- Comparative education. --- Education, Comparative --- Education --- Global education --- Intellectual cooperation --- Internationalism --- History

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Brian Huot's aim for this book is both ambitious and provocative. He wants to reorient composition studies' view of writing assessment. To accomplish this, he not only has to inspire the field to perceive assessment--generally not the most appreciated area of study--as deeply significant to theory and pedagogy, he also has to counter some common misconceptions about the history of assessment in writing. In (Re)Articulating Writing Assessment, Huot advocates a new understanding, a more optimistic and productive one than we have seen in composition for a very long time. As

English language --- Grading and marking (Students) --- Report writing --- College prose --- Rhetoric --- Study and teaching. --- Evaluation. --- Research paper writing --- Research report writing --- Term paper writing --- Graded schools --- Marking (Students) --- Students --- Grading and marking --- Authorship --- Educational tests and measurements --- Examinations --- School reports --- Interpretation --- Rating of --- Germanic languages

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The New York City Department of Education asked RAND to conduct an independent longitudinal evaluation of its 5th-grade promotion policy. The findings of that study, conducted between March 2006 and August 2009, provide a comprehensive view of the policy's implementation and its impact on student outcomes, particularly for students at risk of retention and those who were retained in grade.

Promotion (School) --- Grade repetition --- Grade retention --- Holding back (Education) --- Non-promotion (School) --- Repeating grades --- Repetition, Grade --- Retention of students (Holding students back in grade) --- Student retention (Holding students back in grade) --- Promotion in school --- School promotion --- Student promotion --- Slow learning children --- Underachievers --- Grading and marking (Students)