Does Grading Affect Educational Attainment? A Longitudinal Study

Autor/in	Klapp, Alli
Titel	Does Grading Affect Educational Attainment? A Longitudinal Study
Quelle	In: Assessment in Education: Principles, Policy & Practice, 22 (2015) 3, S.302-323 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2014.988121
Schlagwörter	Educational Attainment; Longitudinal Studies; Grading; Elementary School Students; Grade 7; Grade 8; Grade 9; Grade 12; Cognitive Ability; Gender Differences; Socioeconomic Status; Followup Studies; Quasiexperimental Design; Models; Progress Monitoring; Cognitive Tests; Predictive Validity; Statistical Analysis; Goodness of Fit; Feedback (Response); Achievement Rating; Foreign Countries; Regression (Statistics); Sweden + Suchen Sie Ihr Suchwort? Bildungsabschluss; Bildungsgut; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Notengebung; Schulnote; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 12; 12. Schuljahr; Schuljahr 12; Denkfähigkeit; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Follow-up studies; Kontaktstudium; Analogiemodell; Kognitiver Fähigkeitstest; Statistische Analyse; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Ausland; Regression; Regressionsanalyse; Schweden
Abstract	The purpose of the study was to investigate how grading in primary school affected students' achievement measured by grades in 7th, 8th and 9th Grade and educational attainment in upper secondary school (12th Grade), and how the effect varied as a function of students' cognitive ability, gender and socio-economic status. The data derived from the Evaluation Through Follow-Up (ETF) longitudinal project containing information on students who received grades in Grade 6 and students who did not. The subjects were 8558 students born in 1967. A quasi-experimental design was applied where multiple growth and logistic models were fitted to data. The result showed a main significant negative effect of grading on subsequent achievement (Grade 7-9) and there were important differential effects: graded low-ability students received lower subsequent grades through Grades 7-9 and had lower odds to finish upper secondary education, compared to ungraded low-ability students. The gender difference seems to increase over time: graded girls achieve higher grades throughout Grades 7-9 and had higher odds to finish upper secondary education, compared to ungraded girls and graded and ungraded boys. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01