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.

Dardanoni, V., Modica, S., & Pennisi, A. (2011). School Grading and Institutional Contexts. EDUCATION ECONOMICS, 19(5), 475-486 [10.1080/09645292.2010.488482].

School Grading and Institutional Contexts

DARDANONI, Valentino;MODICA, Salvatore;
2011

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.
Settore SECS-P/01 - Economia Politica
Settore SECS-P/02 Politica Economica
Dardanoni, V., Modica, S., & Pennisi, A. (2011). School Grading and Institutional Contexts. EDUCATION ECONOMICS, 19(5), 475-486 [10.1080/09645292.2010.488482].
File in questo prodotto:
Non ci sono file associati a questo prodotto.

I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.

Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/10447/79349
Citazioni
  • ???jsp.display-item.citation.pmc??? ND
  • Scopus 1
  • ???jsp.display-item.citation.isi??? 1
social impact