Grades and Test Scores: Accounting for Observed Differences

By W. W. Willingham, Judith M. Pollack, Charles Lewis. 2000

333 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/b671babac7340265d8d533b7f392a580807a58a6

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Citations in the corpus

Expectancy value interactions and academic achievement: Differential relationships with achievement measures (2019, background): “Even though most tests are conceptualized close to curricular demands, content and form can differ from classroom learning and assessment (Willingham et al., 2002).”
College Performance and Retention: A Meta-Analysis of the Predictive Validities of ACT® Scores, High School Grades, and SES (2015, background): “Willingham et al. (2002) provided a summary of the research on variations in grading standards, and they identified nonacademic components such as attendance, citizenship, participation, disruptive behavior, effort, coping skills, and interpersonal competence as factors that teachers consider when…”
CAUSATION AND RACE (2003, background): “Famous examples of differential prediction abound as reported in Willingham and Cole (1997) and Willingham, Pollack, and Lewis (2000) and the references therein.”
A meta-analysis on the impact of grades and comments on academic motivation and achievement: a case for written feedback (2019, background): “Assessment stakes also increase in secondary school (Willingham et al., 2002), making grades more salient, more controlling and therefore extrinsic (Ryan & Deci, 2000a).”
What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, background): “This replicates the long history of studies comparing teacher-assigned grades and standardized tests reviewed above (Brennan, et al., 2001; Linn, 1982, 2000; Willingham et al., 2002).”
Transition from high school to university: a person-centered approach to academic achievement (2016, background): “Other authors have highlighted that past performance is an indicator of students’ cognitive abilities (Willingham et al. 2002).”
A Brief Review of Effective Teaching Practices That Maximize Student Engagement (2015, background): “Furthermore, students with higher levels of engagement are more likely to earn higher grades and standardized test scores (Willingham et al., 2002), attain higher attendance indexes (Klem & Connell, 2004), and achieve higher school completion rates (Alexander, Entwisle, & Horsey, 1997; Blondal &Adal”
Predicting Success in College: SAT Studies of Classes Graduating Since 1980 (2001, result): “This review tends to confirm the results of Wilson’s (1983) earlier review of studies predicting cumulative college GPAs.”
Education Improves Public Health and Promotes Health Equity (2015, neutral): “2015–10:14am] [1–22] //blrnas3.”