This study was designed to obtain descriptive data on the classroom evaluation practices of secondary teachers in two different public school systems. A self-report survey instrument was employed to collect data from 217 teachers in York, England, and 217 teachers in Minnesota. Respondents were asked to indicate which specific techniques they employed and to rate the relative importance of a variety of factors in judging achievement for the purpose of assigning subject matter grades. Analyses of the responses according to four log linear models reveal important interactions among teachers grouped by subject matter (English, Foreign Language, Mathematics, Science, and Social Studies) and by country. The survey results indicate: (1) teachers' judgments were based on a variety of quasi-measurement techniques, as well as on tests; (2) ratings of importance of various types of data reveal that both the educational system and the subject matter have an important bearing upon the relative weight given to specific information; (3) ratings of the remaining factors employed in grade assignment are jointly influenced by both the educational system and the subject matter field; and (4) the primary basis selected by teachers for the assignment of grades is itself significantly influenced by differences in both educational system and subject matter taught. The survey instrument is appended. (Author/GDC)