Might Progress Assessments Hinder Equitable Progress? Evidence from England

Autor/in	Alcott, Benjamin
Titel	Might Progress Assessments Hinder Equitable Progress? Evidence from England
Quelle	In: Educational Assessment, Evaluation and Accountability, 29 (2017) 3, S.269-296 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alcott, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-8597
DOI	10.1007/s11092-017-9264-2
Schlagwörter	Foreign Countries; Academic Achievement; Higher Education; Student Evaluation; Grades (Scholastic); Access to Education; Comparative Analysis; Regression (Statistics); Longitudinal Studies; Predictor Variables; Educational Policy; Statistical Inference; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Schulnote; Studentische Bewertung; Notenspiegel; Education; Access; Bildung; Zugang; Bildungszugang; Regression; Regressionsanalyse; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Prädiktor; Politics of education; Bildungspolitik; Inferential statistics; Schließende Statistik
Abstract	Prior research has highlighted the importance of educational achievement throughout school in predicting subsequent progression to higher education in England. However, progress assessments may not only demonstrate students' prior academic achievement but also influence their future achievement. I compare students who have received different grades on one such assessment, despite performing almost identically, to see whether grade labels influence their progress to post-compulsory education. Further, I investigate whether any impact differs according to socio-economic status. Results indicate that grade labels received in eighth grade influence students' performance in school-leaving exams and enrollment in post-compulsory schooling. For lower socio-economic students, this impact is higher than for other students and extends to university enrollment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01