School Grading and Institutional Contexts

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1 Citazione (Scopus)

Abstract

We study how the relationship between students’ cognitive ability and their school grades depend on institutional context. In a simple abstract model we show that unless competence standards are set at above-school level or variation of competence across schools is low, students’ competence valua- tion will be heterogeneous, with weaker schools inflating grades or flattening their dependence on competence, therefore reducing the information content and comparability of school grades. Using data from the OECD-PISA 2003 Survey the model is applied to a sam- ple of 4 countries, namely Australia, Germany, Italy and The Netherlands. We find that in Australia schools heterogeneity does not affect grading practices; in the other countries grades are inflated in weaker schools, uniformly in Germany and The Netherlands, to a larger extent for weaker students in Italy.
Lingua originaleEnglish
pagine (da-a)475-486
Numero di pagine12
RivistaEducation Economics
Volume19
Stato di pubblicazionePublished - 2011

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grading
school grade
school
Italy
Netherlands
student
OECD
Grading
Institutional context

All Science Journal Classification (ASJC) codes

  • Education
  • Economics and Econometrics

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School Grading and Institutional Contexts. / Modica, Salvatore; Dardanoni, Valentino; Pennisi, Aline.

In: Education Economics, Vol. 19, 2011, pag. 475-486.

Risultato della ricerca: Article

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