What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school

By Alex J. Bowers. 2011

144 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/38be12bbca25d89d477b1461365af22f12145220

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. R. Sprott
2. Sherry A. Taff
3. Kallie Clark
4. Elaine Allensworth
5. Martin H. Jones
6. Shannon McClain
7. Samoan Johnson
8. Alex J. Bowers

In Information Systems and Management

1. R. Sprott
2. Kallie Clark
3. Sherry A. Taff
4. Elaine Allensworth
5. Alex J. Bowers

Citations in the corpus

• A Preliminary Investigation of Academic Disidentification, Racial Identity, and Academic Achievement Among African American Adolescents (2011, background): “Researchers have indicated there is a lack of clarity around the exact meaning of GPA due to various factors that go into the assignment of grades (Bowers, 2011; Cizek, 1995; Cross & Frary, 1999).”
• Do We Know Who Will Drop Out?: A Review of the Predictors of Dropping out of High School: Precision, Sensitivity, and Specificity (2013, background): “…suggests that teacher-assigned grades are a multi-dimensional assessment of both student academic achievement as well as a student’s ability to negotiate the social processes and norms of schooling (Bowers, 2009, 2011; Klapp Lekholm & Cliffordson, 2008, 2009; Willingham, Pollack, & Lewis, 2002).”
• High School GPAs and ACT Scores as Predictors of College Completion: Examining Assumptions About Consistency Across High Schools (2020, background): “Grades are assigned based on a potentially wide-ranging array of tasks, measured over time, capturing academic knowledge, skills, behaviors, and effort and incorporating teacher judgment (Bowers, 2011; Brookhart et al., 2016; Farkas et al., 1990; Kelly, 2008).”
• A Century of Grading Research (2016, unknown): “…of academic knowledge—nor is it very strong—refuting arguments that grades are a strong measure of fundamental academic knowledge, and remain consistent despite large shifts in the educational system, especially in relation to accountability and standardized testing (Bowers, 2011; Linn, 1982).”