From 1990 to 2002, a descriptive grading system based on European guidelines (7) was used.
For the purposes of the current study, we did not differentiate between the diffuse and perivascularly located lymphocytes but counted the number of CD3+ lymphocytes per HPF in areas with maximum infiltration in order to overcome the limitations of descriptive grading systems.
While students often express a desire to be graded, surveys indicate they would prefer descriptive comments to grades as a form of feedback (Butler and Nisan, 1986).
Admission distribution over these categories and descriptive statistics for grades and Swedish Scholastic Aptitude Test points are given in Table 1.
The patient is asked to assess his/her own symptoms in a four-grade descriptive scale.
Some studies have further investigated the relationships between grading and descriptive feedback by providing students with both written feedback and grades on assignments.
Additionally, the inclusion of the grade with descriptive comments also appears to undermine the positive effects of the comments on both learning interest and performance of students (Butler, 1988).
Although the descriptive analysis shows that grade retention helps to improve the scores of the students that were retained, somewhat surprisingly, the results from the multivariate analysis consistently show that there is no significant positive effect of grade retention on school performance of the students.
It is useful to distinguish three grades of descriptive adequacy of a definition: extensional, intensional, and sense.
For space reasons, we present here only the descriptive statistics for 4th-grade reading results.
