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Educational Assessment Volume 20, 2015 - Issue 4
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Articles

Graded Achievement, Tested Achievement, and Validity

Susan M. BrookhartDuquesne University;Brookhart Enterprises, Helena, MT.Correspondence[email protected]
Pages 268-296 | Published online: 24 Nov 2015

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Read on this site (4)

Daniel Doz. (2023) Factors influencing teachers’ grading standards in mathematics. Oxford Review of Education 49:6, pages 819-837.
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Ssu-Kuang Chen, Yih-Lan Liu & Sunny S. J. Lin. (2022) Do grades make me big? School effects of math ability and math grades on math self-concept. Educational Psychology 42:5, pages 567-586.
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John J. H. Lin & Pey-Yan Liou. (2019) Assessing the learning achievement of students from different college entrance channels: a linear growth curve modelling approach. Assessment & Evaluation in Higher Education 44:5, pages 732-747.
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Christian Lundahl, Magnus Hultén & Sverre Tveit. (2017) The power of teacher-assigned grades in outcome-based education. Nordic Journal of Studies in Educational Policy 3:1, pages 56-66.
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Articles from other publishers (11)

Olha Ketsman & Todd Reeves. (2023) K-12 Teachers’ Implementation of Standards-Based Grading in the Classroom: A Quantitative Study. Journal of School Administration Research and Development 8:2, pages 65-75.
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Julie Goulet & Julien Morizot. (2022) Socio-educational environment questionnaire: factor validity and measurement invariance in a longitudinal study of high school students. Learning Environments Research 26:2, pages 445-467.
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Cristyne Hebert & Kent LeNouail. (2023) Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies. Canadian Journal of Educational Administration and Policy:202, pages 3-20.
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Rasa Erentaitė, Rimantas Vosylis, Berita Simonaitienė, Eglė Melnikė & Daiva Sevalneva. (2023) Uncovering heterogeneity in achievement during the Covid-19 pandemic: Math grades trajectories and their predictors in middle school. International Journal of Educational Research 121, pages 102231.
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Honoka Suzuki, Maxwell Hong, Teresa Ober & Ying Cheng. (2022) Prediction of differential performance between advanced placement exam scores and class grades using machine learning. Frontiers in Education 7.
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Cecilia Arensmeier. (2021) Institutionalizing school failure: From abandoning to reintroducing a failing grade—the rationales behind Swedish grading reforms. Journal of Educational Change 23:2, pages 221-252.
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Cristina Alarcón López, Mathias Decuypere, Joyeeta Dey, Radhika Gorur, Mary Hamilton, Christian Lundahl & Elin Sundström Sjödin. (2021) Dancing with Covid: Choreographing examinations in pandemic times. European Educational Research Journal 20:4, pages 403-422.
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Christopher DeLuca, Andrew Coombs, Stephen MacGregor & Amirhossein Rasooli. (2019) Toward a Differential and Situated View of Assessment Literacy: Studying Teachers' Responses to Classroom Assessment Scenarios. Frontiers in Education 4.
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Sverre Tveit & Christian Lundahl. (2017) New modes of policy legitimation in education: (Mis)using comparative data to effectuate assessment reform. European Educational Research Journal 17:5, pages 631-655.
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Chenoa S. Woods, Toby Park, Shouping Hu & Tamara Betrand Jones. (2018) How High School Coursework Predicts Introductory College-Level Course Success. Community College Review 46:2, pages 176-196.
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Susan M. Brookhart, Thomas R. Guskey, Alex J. Bowers, James H. McMillan, Jeffrey K. Smith, Lisa F. Smith, Michael T. Stevens & Megan E. Welsh. (2016) A Century of Grading Research. Review of Educational Research 86:4, pages 803-848.
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