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Cited by 185Student Assessment and FeedbackEducational Assessment and PedagogyEducation, Achievement, and Giftedness

The DOI matches its Crossref record; 2 of the 2 references it cites were found in a registry or an index.

Grades as Valid Measures of Academic Achievement of Classroom Learning

Allen, James D.·2005·The Clearing House: A Journal of Educational Strategies, Issues and Ideas
DOI 10.3200/tchs.78.5.218-223
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Abstract

(2005). Grades as Valid Measures of Academic Achievement of Classroom Learning. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 78, No. 5, pp. 218-223.

Overview

Integrity signals

Registry

Crossref · 10.3200/tchs.78.5.218-223

Cites

2 of 2 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Grades can be influenced by subjective factors and may be less reliable as objective indicators of academic performance and its changes over time.

    “Because grades are assigned by individual teachers, they can be influenced by subjective factors and may be less reliable as objective indicators of academic performance and its changes over time [31,32].”

    From The Power of Flexible School Start Times: (2026) · cites this paper as [31]

Citations

Cites

Flagged first, then by citations

Research works printed but not linked: 40

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  2. Airasian, P. W. 2000. Assessment in the classroom: A concise approach. 2nd ed. Boston: McGraw-Hill.
  3. Barnes, S. 1985. A study of classroom pupil evaluation: The missing link in teacher education. Journal of Teacher Education 36 (4): 46-49. · DOI
  4. Britzman, D. P. 1986. Cultural myths in the making of a teacher: Biography and social structure in teacher education. Harvard Educational Review 56 (4): 442-56. · DOI
  5. Britzman, D. P. 1991. Practice makes practice: A critical study of learning to teach. New York: State University of New York Press.
  6. Brookhart, S. M. 1993. Teachers' grading practices: Meaning and values. Journal of Educational Measurement 30 (2): 123-42. · DOI
  7. Brookhart, S. M. 1994. Teachers' grading: Practice and theory. Applied Measurement in Education 7 (4): 279-301. · DOI
  8. Brookhart, S. M. 2004. Grading. Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall.
  9. Cizek, G. J. 1996. Grades: The final frontier in assessment reform. NASSP Bulletin 80 (584): 103-10. · DOI
  10. Frary, R. B., L. H. Cross, and L. J. Weber. 1993. Testing and grading practices and opinions of secondary teachers of academic subjects: Implications for instruction in measurement. Educational Measurement: Issues and Practice 12 (3): 2330. · DOI
  11. Friedman, S. J., and D. A. Frisbie. 1995. The influence of report cards on the validity of grades reported to parents. Educational and Psychological Measurement 55 (1): 5-26. · DOI
  12. Friedman, S. J., and D. A. Frisbie. 2000. Making report cards measure up. Education Digest 65 (5): 45-50.
  13. Gallagher, J. D. 1998. Classroom assessment for teachers. Upper Saddle River, NJ: Merrill/Prentice Hall.
  14. Guskey, T. R. 1994. Making the grade: What benefits students? Educational Leadership 52 (2): 14-20.
  15. Holt-Reynolds, D. 1992. Personal history-based beliefs as relevant prior knowledge in coursework: Can we practice what we preach? American Educational Research Journal 29 (2): 325-49. · DOI · Paper page
  16. Jasmine, T. 1999. Grade distributions, grading procedures, and students' evaluations of instructors: A justice perspective. Journal of Psychology 133 (3): 263-71. · DOI
  17. Kain, D. L. 1996. Looking beneath the surface: Teacher collaboration through the lens of grading practices. Teachers College Record 97 (4): 569-87. · DOI
  18. Kohn, A. 1999. Grading is degrading. Education Digest 65 (1): 59-64.
  19. Linn, R. L., and N. E. Gronlund. 2000. Measurement and assessment in teaching. 8th ed. Englewood Cliffs, NJ: Merrill/Prentice Hall.
  20. Lomax, R. G. 1996. On becoming assessment literate: An initial look at preservice teachers' beliefs and practices. Teacher Educator 31 (4): 292-303. · DOI
  21. Lortie, D. 1975. Schoolteacher: A sociological study. Chicago: University of Chicago Press.
  22. Nitko, A. J. 2001. Educational assessment of students. 3rd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
  23. O'Conner, K. 1995. Guidelines for grading that support learning and student success. NASSP Bulletin 79 (571): 91-101. · DOI
  24. Oosterhof, A. 2001. Classroom application of educational measurement. Upper Saddle River, NJ: Prentice Hall.
  25. Ormrod, J. E. 2000. Educational psychology: Developing learners. 3rd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
  26. Ornstein, A. C. 1994. Grading practices and policies: An overview and some suggestions. NASSP Bulletin 78 (561): 55-64. · DOI
  27. O'Sullivan, R. G., and M. K. Chalnick. 1991. Measurement-related course work requirements for teacher certification and recertification. Educational Measurement: Issues and Practice 10 (1): 17-19, 23.
  28. Pajares, M. F. 1992. Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research 62 (3): 307-32. · DOI · Paper page
  29. Pintrich, P. R., and D. H. Schunk. 2002. Motivation in education. 2nd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
  30. Placier, M. 1995. "But I have to have an A": Probing the cultural meanings and ethical dilemmas of grades in teacher education. Teacher Education Quarterly 22 (1): 45-63.
  31. Schafer, W. D. 1991. Essential assessment skills in professional education of teachers. Educational Measurement: Issues and Practice 10 (1):3-6, 12.
  32. Silverman, R., W. M. Welty, and S. Lyon. 1996. Case studies for teacher problem solving. 2nd ed. New York: McGraw-Hill.
  33. Starch, D., and E. C. Elliot. 1913a. Reliability of grading work in mathematics. School Review 21:254-59. · DOI · Paper page
  34. Starch, D., and E. C. Elliot. 1913b. Reliability of grading work in history. School Review 20:676-81. · DOI
  35. Stiggins, R. J. 1991. Relevant classroom assessment training for teachers. Educational Measurement: Issues and Practice 10 (1): 7-12. · DOI
  36. Stiggins, R. J. 1999. Evaluating classroom assessment training in teacher education programs. Educational Measurement: Issues and Practice 18 (1): 23-27. · DOI
  37. Stiggins, R. J. 2001. Student-involved classroom assessment. 3rd ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
  38. Stumpo, V. M. 1997. 3-tier grading sharpens student assessment. Education Digest 63 (4): 51-54.
  39. Thorndike, R. M. 1997. Measurement and Evaluation. 6th ed. Upper Saddle River, NJ: Merrill/Prentice Hall.
  40. Tombari, M., and G. Borich. 1999. Authentic assessment in the classroom. Upper Saddle River, NJ: Merrill/Prentice Hall.

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Metadata

Authors
Allen, J. D.
Affiliations
College of Saint Rose (US)
Corresponding author
Allen, James D.
Venue
The Clearing House: A Journal of Educational Strategies, Issues and Ideas
Publisher
Informa UK Limited
Published
2005-05
Volume
78
Issue
5
Pages
218-223
ISSN
  • 0009-8655 (ISSN-L)
  • 1939-912X
DOI
10.3200/tchs.78.5.218-223
OpenAlex
W2092612208
Cited by
185
References
2
Citations by year
2026: 4 · 2025: 4 · 2024: 4 · 2023: 7 · 2022: 12 · 2021: 20 · 2020: 21 · 2019: 10 · 2018: 14 · 2017: 14 · 2016: 11 · 2015: 14 · 2014: 10 · 2013: 16 · 2012: 8
FWCI
4.79
Type
journal article
Language
en
Open access
closed
Locations
The Clearing House A Journal of Educational Strategies Issues and Ideas (publishedVersion)
Topics
  • Social Sciences › Education › Student Assessment and Feedback
  • Social Sciences › Education › Educational Assessment and Pedagogy
  • Social Sciences › Psychology › Developmental and Educational Psychology › Education, Achievement, and Giftedness
Keywords
grading, academic performance, classroom learning, student assessment, educational testing

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