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ERIC Number: EJ957340
Record Type: Journal
Publication Date: 2012
Pages: 20
Abstractor: As Provided
Reference Count: 50
ISBN: N/A
ISSN: ISSN-1380-3611
Teachers' Grade Assignment and the Predictive Validity of Criterion-Referenced Grades
Thorsen, Cecilia; Cliffordson, Christina
Educational Research and Evaluation, v18 n2 p153-172 2012
Research has found that grades are the most valid instruments for predicting educational success. Why grades have better predictive validity than, for example, standardized tests is not yet fully understood. One possible explanation is that grades reflect not only subject-specific knowledge and skills but also individual differences in other aspects. The purpose was to investigate the relative importance of knowledge and skills and other aspects encapsulated in grades for the predictive validity of compulsory school grades for educational success in upper secondary school. Structural equation modelling was used. Participants were 9th-grade students from 3 birth cohorts, each comprising full populations of approximately 100,000 students. The results showed that the subject-specific factors and an additional common grade factor contributed to the predictive validity. Effects of gender and parents' education were found in the common grade factor, with girls and students with a lower educational background being advantaged. (Contains 3 tables and 4 figures.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 9; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden