Teacher-Assigned Grades and External Exams: Sources of Discrepancy
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| Title: | Teacher-Assigned Grades and External Exams: Sources of Discrepancy |
|---|---|
| Language: | English |
| Authors: | José Manuel Arencibia Alemán (ORCID |
| Source: | Assessment in Education: Principles, Policy & Practice. 2024 31(2):94-115. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Grades (Scholastic), Grading, Achievement Tests, Test Validity, Foreign Countries, Secondary School Students, Academic Achievement, Test Results, Predictor Variables, Quality Assurance, Individual Differences, Error of Measurement, Verbal Tests, Written Language |
| Geographic Terms: | Norway |
| DOI: | 10.1080/0969594X.2024.2338764 |
| ISSN: | 0969-594X 1465-329X |
| Abstract: | Modest correlations between teacher-assigned grades and external assessments of academic achievement (r = 0.40-0.60) have led many educational stakeholders to deem grades subjective and unreliable. However, theoretical and methodological challenges, such as construct misalignment, data unavailability and sample unrepresentativeness, limit the generalisability of previous findings. We overcome these challenges by exploiting rich, population-wide data from the National Registries in Norway (n = 511,858), where state regulations require close construct alignment between grades and external exams. Correlations between lower-secondary education final grades and external exam results (r = 0.64-0.86) suggest that grades are better measures of academic achievement than previously acknowledged. Dominance analyses and multivariate regression analyses indicate that external exam results are the best predictor of grades in the same subject. However, our results also indicate that state regulations and quality assurance systems cannot completely eradicate potential sources of discrepancy. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1429057 |
| Database: | ERIC |
| Abstract: | Modest correlations between teacher-assigned grades and external assessments of academic achievement (r = 0.40-0.60) have led many educational stakeholders to deem grades subjective and unreliable. However, theoretical and methodological challenges, such as construct misalignment, data unavailability and sample unrepresentativeness, limit the generalisability of previous findings. We overcome these challenges by exploiting rich, population-wide data from the National Registries in Norway (n = 511,858), where state regulations require close construct alignment between grades and external exams. Correlations between lower-secondary education final grades and external exam results (r = 0.64-0.86) suggest that grades are better measures of academic achievement than previously acknowledged. Dominance analyses and multivariate regression analyses indicate that external exam results are the best predictor of grades in the same subject. However, our results also indicate that state regulations and quality assurance systems cannot completely eradicate potential sources of discrepancy. |
|---|---|
| ISSN: | 0969-594X 1465-329X |
| DOI: | 10.1080/0969594X.2024.2338764 |
