Teacher-assigned grades and external exams: sources of discrepancy

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Assessment in Education-Principles Policy & Practice Pub Date : 2024-04-11 DOI:10.1080/0969594x.2024.2338764

José Manuel Arencibia Alemán, Astrid Marie Jorde Sandsør, Henrik Daae Zachrisson, Sigrid Blömeke

引用次数: 0

Abstract

Modest correlations between teacher-assigned grades and external assessments of academic achievement (r = .40–.60) have led many educational stakeholders to deem grades subjective and unreliable. H...

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教师指定的成绩和外部考试：差异的来源

教师指定的成绩与外部学业成绩评估之间的相关性不大（r = .40-.60），因此许多教育相关人士认为成绩是主观的、不可靠的。H...

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.