Teacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores

Kaili Rimfeld, Margherita Malanchini, Laurie J. Hannigan, Philip S. Dale, Becky Allen, Sara A. Hart, Robert Plomin

Research output: Contribution to journalArticle

Abstract

Children in the UK go through rigorous teacher assessments and standardized exams throughout compulsory (elementary and secondary) education, culminating with the GCSE exams (General Certificate of Secondary Education) at the age of 16 and A‐level exams (Advanced Certificate of Secondary Education) at the age of 18. These exams are a major tipping point directing young individuals towards different lifelong trajectories. However, little is known about the associations between teacher assessments and exam performance or how well these two measurement approaches predict educational outcomes at the end of compulsory education and beyond.
Original languageEnglish
Pages (from-to)1278-1288
JournalJournal of Child Psychology and Psychiatry
Volume60
Issue number12
DOIs
Publication statusPublished - 12 May 2019

Bibliographical note

This is the peer reviewed version of the following article: Rimfeld, K., Malanchini, M., Hannigan, L.J., Dale, P.S., Allen, R., Hart, S.A. and Plomin, R. (2019), Teacher assessments during compulsory education are as reliable, stable and heritable as standardized test scores. J Child Psychol Psychiatr, 60: 1278-1288., which has been published in final form at https://doi.org/10.1111/jcpp.13070. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Use of Self-Archived Versions.

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