Test-Based Grade Retention

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

Datos Bibliográficos

ID9730674
AutoresRandall D Penfield (autor de correspondencia)
Año2010
Volumen39
Número2
Páginas110-119
Fecha de publicación2010-03-01
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaEducational Researcher (JOURNAL)
Identificadores de la revistaISSN: 0013-189X • E-ISSN: 1935-102X
EditorialAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x10363007
OpenAlexW2150092998
IdiomaEN
Citas recibidas4
Referencias 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