The Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS)

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What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school (2011, result): “As just one example, Brennan et al. (2001) studied a sample of 736 eighth-grade students from six Boston schools, compared grades in mathematics, English, and science to scores on the Massachusetts MCAS standardized achievement tests, and found the correlations to be 0.54 for mathematics, 0.59 for…”
A Century of Grading Research (2016, unknown): “x Brookhart, S. M. (1994). Teachers' grading: Practice and theory. Applied Measurement in Education, 7, 279– 301. doi:10.1207/s15324818ame0704_2 Brookhart, S. M. (2009). Grading (2 nd ed.). New York, NY: Merrill Pearson Education. Brookhart, S. M. (2011). Grading and learning: Practices that support”
Discrimination in Grading (2012, background): “Thus, concerns have entered the discussions on grading standards both because the expectations conveyed through them affect student achievement (Figlio and Lucas, 2004) and because more formalized grading strategies may result in a less equitable distributions of scores (Brennan et al., 2001; Gallag”