In an attempt to make grading a less arduous, and more accurate, objective task, a checklist of criteria was utilized to grade psychology term papers at Kutztown University of Pennsylvania. The method appeared to generate more feedback and lead to greater consistency, as well as a better understanding among students of the grade received. In order to determine students' attitudes toward the checklist method, 43 students who were enrolled in a statistics course were asked to respond to a hypothetical grading situation. Study participants read a synopsis of a term paper assigned by an instructor, and then were given a description of two different grading methods: one was the traditional method, in which the instructor writes positive and negative comments on each paper; and the other was a checklist method of grading. Both methods resulted in the instructor assigning a numerical grade to the papers. Participants were then asked their opinions of the two methods. Analyses of responses, based on chi-square tests of goodness of fit, included the following: (1) 55.81% felt that grading with a checksheet provided more feedback; (2) 65.12% believed that grading with comments provided less variety of feedback; (3) 76.74% felt that grading with a checksheet resulted in a fairer evaluation; (4) 95.35% felt that grading with a checksheet lead to greater instructor consistency; (5) 69.77% felt that grading with comments lead to less understanding of the grade received; and (6) 62.79% preferred that teachers use the checksheet when grading papers. A list of references, and three different criteria checksheets are included. (MAB)