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The effect of being graded on later achievement: evidence from 13-year olds in Swedish compulsory school
University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.
University West, Department of Nursing, Health and Culture. University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.ORCID iD: 0000-0002-4722-009X
University of Gothenburg, Department of Education and Special Education Gothenburg, Sweden.
2016 (English)In: Educational Psychology, ISSN 0144-3410, E-ISSN 1469-5820, Vol. 36, no 10, 1771-1789 p.Article in journal (Refereed) Published
Abstract [en]

The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2016. Vol. 36, no 10, 1771-1789 p.
Keyword [en]
grading; academic achievement; cognitive ability; socio-economic
National Category
Pedagogy
Research subject
SOCIAL SCIENCE, Pedagogics
Identifiers
URN: urn:nbn:se:hv:diva-6501DOI: 10.1080/01443410.2014.933176ISI: 000388504600005OAI: oai:DiVA.org:hv-6501DiVA: diva2:738501
Projects
Grades: Comparability, prognostic validity and effects on learning - VR
Funder
Swedish Research Council, 2008-4994
Available from: 2014-08-18 Created: 2014-08-18 Last updated: 2017-01-11Bibliographically approved

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf