ERIC Number: ED174651
Record Type: RIE
Publication Date: 1960-Feb
Reference Count: 0
Major Misconceptions About "Grade Equivalent" Scores.
Anderhalter, O. F.
The cautions needed for correctly interpreting grade equivalent scores are presented simply, for persons who are not statisticians. Four potential limitations of grade equivalent scores are summarized. (1) Comparisons across grades are of little value when the subject content is not the same; for example, sixth grade American history is not equivalent to seventh grade European history. (2) Because similar skills are not expected of students in different grades, grade equivalent results may be misleading. When a second grade student attains a grade equivalent of 5.0 on a second grade arithmetic test, it does not mean that he or she is capable of performing those arithmetic operations taught in fifth grade. It means that the student has performed as well as the average fifth grade student, on second grade work. (3) Being one year above grade level is more significant at the lower grades; significance is affected by the overlap in score distributions within and between grades. (4) Grade equivalent scores are not generally useful beyond the eighth grade. Percentile rank scores from norm referenced tests are recommended for interpreting test results. (GDC)
Publication Type: Opinion Papers; Guides - Non-Classroom
Education Level: N/A
Authoring Institution: Scholastic Testing Service, Inc., Bensenville, IL.
Note: Official position paper of Scholastic Testing Service ; May not reproduce clearly due to colored background