José Manuel Arencibia Alemán, Astrid Marie Jorde Sandsør, Henrik Daae Zachrisson, Sigrid Blömeke
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Teacher-assigned grades and external exams: sources of discrepancy
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...
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.
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