Test-Based Grade Retention

Does It Stand Up to Professional Standards for Fair and Appropriate Test Use

Dados Bibliográficos

ID9730674
AutoresRandall D Penfield (autor correspondente)
Ano2010
Volume39
Fascículo2
Páginas110-119
Data de publicação2010-03-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x10363007
OpenAlexW2150092998
IdiomaEN
Citações recebidas4
Referências citadas66

A growing body of research showing that grade retention serves as an educationally low-quality placement has raised increasing concerns about whether the use of standardized tests in making decisions concerning grade retention conforms to current standards for appropriate and nondiscriminatory test use. This article examines the extent to which test-based grade retention policies comply with standards for fair and appropriate test use based on norms established by the professional testing community. The results of the investigation indicate that test-based retention policies potentially violate several of the professional standards. The points of violation are presented, and the implications for test-based retention policies are discussed

Academic achievement · Computer security · Data retention · Grade retention · Mathematics education · Quality (philosophy · Standardized test · Test (biology · Test preparation · Test score · Computer Science · Education Systems and Policy · Engineering · Psychology · School Choice and Performance · Student Assessment and Feedback