Who Is Proficient: The Relationship between Proficiency Scores and Grades.Report as inadecuate




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This paper examines the relationship between the grades teachers give their students and the scores external raters give the same students' work when using a common set of standards and criteria. Data were collected from 78 high school teachers participating in the Proficiency-Based Admission Standards System (PASS) project to establish standards for the Oregon University system. These teachers collected work from approximately 2,200 students over 1 academic year. Each teacher focused on one or two of the defined "proficiencies" in English or mathematics, and each collected multiple pieces of work from each of their students in targeted classes. Each teacher brought five to nine of these collections to be reviewed by trained reviewers, either other teachers or university professors. Findings suggest that proficiency scores are measuring something related to, but not the same as, grades. The degree of correlation between the two does suggest a relatively linear relationship between scores and grades, and that the relationship is in the expected direction. Statistical analyses also indicated that the distributions of proficiency scores and grades were statistically different. Stepwise regression analyses found little relationship between the grading system a teacher used and whether or not a student was proficient. These findings make a case for the existence of grade inflation. (Contains 20 tables and 10 references.) (SLD)

Descriptors: Academic Achievement, Academic Standards, College Entrance Examinations, Evaluators, Grades (Scholastic), Grading, High Schools, Higher Education, Scoring, Secondary School Teachers











Author: Conley, David T.

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=6952&id=ED445025







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