The essential guide to effect sizes: Statistical power, meta-analysis and the interpretation of research results. Retrieved February 22, 2006, from Įllis, P. Grade 6 assessment of reading, writing, and mathematics: Framework. Retrieved February 22, 2006, from Įducation Quality and Accountability Office. Grade 3 assessment of reading, writing, and mathematics: Framework. Paper presented at the annual meeting of the American Educational Research Association, San Diego.Įducation Quality and Accountability Office. Isolating item and rater variance in the Grade 3 Assessment of Reading. Educational Assessment, 14(1), 25–37.ĭunn, J., Childs, R., Cleland, P., Pang, X., & Saunders, K. High school exit exam scores and university performance. Alberta Journal of Educational Research, 39(3), 297–317.ĭ’Agostino, J. Teachers’ evaluation of correlational reasoning skills. Comparability of GCSE examinations in different subjects: an application of the Rasch model. Differential prediction of study success across academic programs in the Swedish context: the validity of grades and tests as selection instruments for higher education. Educational Measurement: Issues and Practice, 19(2), 16–33.Ĭliffordson, C. Pockets of resistance in the assessment revolution. New York: College Entrance Examination Board.Ĭizek, G. Predicting success in college: SAT studies of classes graduating since 1980. Hierarchical linear models: Applications and data analysis methods. Comparing state high school assessments to Standards for Success in entry-level university courses. The relative equitability of high stakes testing versus teacher-assigned grades: an analysis of the Massachusetts Comprehensive Assessment System (MCAS). Journal of Educational Administration, 47(5), 609–625.īrennan, R., Kim, J., Wenz-Gross, M., & Siperstein, G. Reconsidering grades as data for decision making: more than just academic knowledge. Students’ self assessment of academic attainment: accuracy and stability from 7 to 16 years and influence of domain and social comparison group. Signaling theory, strategic interaction, and symbolic capital. Journal of Educational Measurement, 40(2), 147–161.īird, R. Constructing a universal scale of high school course difficulty. New York: Freeman.īassiri, D., & Schulz, E. Meece (Eds.), Student perceptions in the classroom. The validity of students’ self-reports as measures of performance affecting self-appraisals. Toronto: McGraw-Hill Ryerson.Īssor, A., & Connell, J. Classroom assessment: Concepts and applications (Canadianth ed.). Seventy to 80% of students who reached the provincial achievement standard on one or both prior report cards were successful on the subsequent external assessment, compared to 30–50% of students who failed to meet the report card standard at least once.Īirasian, P. Report cards provided information about students’ future achievement that was accurate and delivered up to 2 years prior to the administration of external assessments. Agreement of assessments was higher for grade 6 than for grade 3 and for Writing than for Reading or Mathematics. The relationship of grades to assessment scores was robust across genders, school district types (Public versus Catholic) and language (English and French). Teachers assigned higher grades than external assessments warranted, even after a major source of construct irrelevant variance in report card grades (teacher ratings on multiple scales measuring student effort and school commitment) was controlled. The information that parents and students received about student performance from report cards and external assessments were similar ( r s = .47) to the r = .40–.60 range previously reported. Data sources were report card grades and external assessment scores for 2006–09 for Ontario Canada. The study investigated how well report card grades communicate to students and parents that state educational standards are being met, standards that are objectively measured by infrequently administered mandated assessments.
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