Estimating High School GPA Weighting Parameters with a Graded Response Model

Autor/inn/en	Hansen, John; Sadler, Philip; Sonnert, Gerhard
Titel	Estimating High School GPA Weighting Parameters with a Graded Response Model
Quelle	In: Educational Measurement: Issues and Practice, 38 (2019) 1, S.16-24 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-1745
DOI	10.1111/emip.12203
Schlagwörter	Grade Point Average; High School Students; Difficulty Level; Weighted Scores; Advanced Courses; Computation; Mathematical Models + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schwierigkeitsgrad; Fortgeschrittenenunterricht; Mathematical model; Mathematisches Modell
Abstract	The high school grade point average (GPA) is often adjusted to account for nominal indicators of course rigor, such as "honors" or "advanced placement." Adjusted GPAs--also known as weighted GPAs--are frequently used for computing students' rank in class and in the college admission process. Despite the high stakes attached to GPA, weighting policies vary considerably across states and high schools. Previous methods of estimating weighting parameters have used regression models with college course performance as the dependent variable. We discuss and demonstrate the suitability of the graded response model for estimating GPA weighting parameters and evaluating traditional weighting schemes. In our sample, which was limited to self-reported performance in high school mathematics courses, we found that commonly used policies award more than twice the bonus points necessary to create parity for standard and advanced courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01