ERIC Number: ED478491
Record Type: Non-Journal
Publication Date: 2003-Jun
Constructing a Universal Scale of High School Course Difficulty. ACT Research Report Series.
Bassiri, Dina; Schulz, E. Matthew
This study examined the usefulness of applying the Rasch rating scale model (D. Andrich, 1978) to high school grade data. ACT assessment test scores (English, Mathematics, Reading, and Science) were used as "common items" to adjust for different grading standards in individual high school courses both within and across schools. This scaling approach yielded an ACT Assessment-adjusted high school grade point average (AA-HSGPA) that was comparable across schools, cohorts, and among students within the same school and cohort who take different courses. The AA-HSGPA was constructed for all ACT-tested students (N=36,652) in 50 selected high schools. First-year college grades at a large public university were available for approximately 1,500 of these students. AA-HSGPA was a better predictor of first-year college grade point average (GPA) than the regular high school grade point average (HSGPA). As expected, the regression of CGPA on HSGPA for high schools grouped by difficulty with regard to grading policy (easy or hard) differed, but the regressions of CGPA on AA-HSGPA and the ACT Composite score (ACTA) did not. The best model for predicting CGPA included both the ACT Composite score and AA-HSGPA. (Contains 4 tables, 5 figures, and 22 references.) (Author/SLD)
Descriptors: College Entrance Examinations, Grade Point Average, Grades (Scholastic), Grading, High School Students, High Schools, Item Response Theory, Prediction, Rating Scales, Scaling
ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168.
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: American Coll. Testing Program, Iowa City, IA.
Identifiers - Assessments and Surveys: ACT Assessment