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ERIC Number: ED098251
Record Type: Non-Journal
Publication Date: 1974-Jul
Pages: 17
Abstractor: N/A
Reference Count: N/A
Predictive Ability of a Multi-Factor Grading System.
Bailey, John E., III
This paper investigates the relationship between a multifactor grading system and standardized achievement test scores. The study attempts to measure not only achievement but also motivation and rate of progress. Two hypotheses are tested: (1) Teacher measures of application, improvement, and grade level do not bear a significant relationship to standardized test scores in mathematics. (2) Teacher measures of application and improvement do not add, significantly, in prediction to that provided by the grade level and class. The procedure of the study is described in light of the definition of terms, sample, instrument, design, and data analysis. It is clear from the data that the grades at this private day school bear a strong relationship to achievement test scores and are a good predictor of them. However, neither application nor improvement, as measured, added significantly to the straight achievement measure. The reasons for, and implications of, this result are explained. (SE)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A