A STUDY TO DETERMINE THE CONCURRENT VALIDITY BETWEEN COURSE GRADES AND STANDARDIZED ASSESSMENT RESULTS

Abstract

This study sought to determine the concurrent validity between course grades and performance on standardized test in classrooms where nonachievement factors were separated from the reporting of achievement factors in a teacher's grading system. In reviewing the literature, multiple studies indicated that the greatest culprit in the distortion of grades was the inclusion of non-achievement factors (e.g. penalties for late work, extra credit for bringing in supplies, effort or lack thereof, attendance). Therefore, this study examined the relationship between teachers' grading practices and the correlation established between their students' grades and their performance on the standardized test. High school science teachers from two comparable schools were selected to participate in this study. They were selected because they claimed to have a grading system that separated nonachievement factors from achievement factors and they taught courses that culminated in a standardized assessment. The teachers participating in this study were asked to complete a survey to assess how well their grading system aligned with what measurement experts recommended, with regards to the removal of nonachievement factors. Results from each teacher's survey were compared to the correlations determined between his/her student's grades and performance on the standardized assessment. Findings for all teachers but one revealed a strong relationship between students' grades and their performance on the standardized assessment. However, when looking at whether or not a teacher's grading system had an impact on the strength of the correlation, it was determined that no association of significance existed. The outcomes of this study furthered the research on effective grading systems. Based on the findings, there continues to be a strong need for effective professional development on how to establish a valid and reliable grading system. Furthermore, issues on how to build an effective assessment were also revealed. Further studies addressing either topic are warranted.