Dimensions of Norm-Referenced Compulsory School Grades and Their Relative Importance for the Prediction of Upper Secondary School Grades

Autor/in	Thorsen, Cecilia
Titel	Dimensions of Norm-Referenced Compulsory School Grades and Their Relative Importance for the Prediction of Upper Secondary School Grades
Quelle	In: Scandinavian Journal of Educational Research, 58 (2014) 2, S.127-146 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2012.705322
Schlagwörter	Compulsory Education; Secondary School Students; Grades (Scholastic); Structural Equation Models; Predictive Validity; Academic Achievement; Gender Differences; Parent Background; Educational Attainment; Longitudinal Studies; Foreign Countries; Standardized Tests; Intelligence Tests; Verbal Ability; Spatial Ability; Thinking Skills; Goodness of Fit; Norm Referenced Tests; Sweden + Suchen Sie Ihr Suchwort? Schulpflicht; Sekundarschüler; Notenspiegel; Schulleistung; Geschlechterkonflikt; Elternhaus; Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Standadised tests; Standardisierter Test; Intelligence test; Intelligenztest; Mündliche Leistung; Räumliches Vorstellungsvermögen; Denkfähigkeit; Schweden
Abstract	Irrespective of the grading system, grades are the most valid instrument for predicting educational success. Previous studies have shown that criterion-referenced compulsory school grades are multidimensional, reflecting subject-specific dimensions and a common grade dimension, both of which contribute to the predictive validity of grades. This suggests that in addition to knowledge and skills, grades reflect other aspects which might have importance for the prediction of educational success. The purpose of this study was to investigate, using structured equation modeling, whether norm-referenced compulsory school grades display similar patterns of dimensionality and predictive validity to criterion-referenced grades. Possible differences due to gender and parents' education were considered. Participants were 3855 students born in 1972. The results showed that norm-referenced grades are multidimensional, and that both the subject-specific and common grade dimensions contribute to predicting educational success. In the common grade dimension, girls and students with higher educational backgrounds were favored. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10