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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 0000-0002-9974-2471), Astrid Marie Jorde Sandsør (ORCID 0000-0001-5771-7887), Henrik Daae Zachrisson (ORCID 0000-0002-9174-4392), Sigrid Blömeke (ORCID 0000-0001-6068-4932)
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
FullText Text:
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  Data: Teacher-Assigned Grades and External Exams: Sources of Discrepancy
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  Data: <searchLink fieldCode="AR" term="%22José+Manuel+Arencibia+Alemán%22">José Manuel Arencibia Alemán</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9974-2471">0000-0002-9974-2471</externalLink>)<br /><searchLink fieldCode="AR" term="%22Astrid+Marie+Jorde+Sandsør%22">Astrid Marie Jorde Sandsør</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5771-7887">0000-0001-5771-7887</externalLink>)<br /><searchLink fieldCode="AR" term="%22Henrik+Daae+Zachrisson%22">Henrik Daae Zachrisson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9174-4392">0000-0002-9174-4392</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sigrid+Blömeke%22">Sigrid Blömeke</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6068-4932">0000-0001-6068-4932</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Assessment+in+Education%3A+Principles%2C+Policy+%26+Practice%22"><i>Assessment in Education: Principles, Policy & Practice</i></searchLink>. 2024 31(2):94-115.
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  Data: 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
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  Data: <searchLink fieldCode="DE" term="%22Grades+%28Scholastic%29%22">Grades (Scholastic)</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Tests%22">Achievement Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Validity%22">Test Validity</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Results%22">Test Results</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Quality+Assurance%22">Quality Assurance</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Differences%22">Individual Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Error+of+Measurement%22">Error of Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Verbal+Tests%22">Verbal Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Written+Language%22">Written Language</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Norway%22">Norway</searchLink>
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  Data: 10.1080/0969594X.2024.2338764
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  Label: Abstract
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  Data: 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.
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  Data: 2024
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  Data: EJ1429057
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      – Text: English
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      – SubjectFull: Grades (Scholastic)
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Test Validity
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      – SubjectFull: Test Results
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Norway
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