Discrepancies between school grades and test scores at individual and school level: effects of gender and family background

By Alli Klapp Lekholm, C. Cliffordson. 2008

113 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9150986cd887633e660b4891385ade0b7498e508

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In Education

Citations in the corpus

Analyzing the Longitudinal K-12 Grading Histories of Entire Cohorts of Students: Grades, Data Driven Decision Making, Dropping out and Hierarchical Cluster Analysis. (2010, result): “An emerging line of research has begun to ask why teacher-assigned grades are predictive of overall student outcomes, but are a weak indicator of academic knowledge when compared to standardized test scores (Bowers, 2009, 2010; Lekholm & Cliffordson, 2008; O'Connell & Sheikh, 2009).”
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).”
What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, methodology): “…the past research comparing grades to standardized assessments that used national or state-normed standardized assessment scores (Bowers, 2009; Klapp Lekholm & Cliffordson, 2008, 2009), for the analysis discussed below, the standardized t scores were used as nationally norm-referenced…”
A Century of Grading Research (2016, unknown): “(10007423) Lauterbach, C. E. (1928). Some factors affecting teachers’ marks. Journal of Educational Psychology, 19, 266– 271. Levin, H. M. (2013). The utility and need for incorporating noncognitive skills into large-scale educational assessments.”