Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 2 |
Descriptor
Author
| Charland, Julie | 1 |
| Kirby, John R. | 1 |
| Kwiatkowska-White, Bozena | 1 |
| Lee, Elizabeth A. | 1 |
| Simon, Marielle | 1 |
| Tierney, Robin D. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Grade 10 | 2 |
| Secondary Education | 2 |
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 3 | 1 |
| Grade 6 | 1 |
| High Schools | 1 |
| Intermediate Grades | 1 |
| Middle Schools | 1 |
| Primary Education | 1 |
Audience
Location
| Canada | 2 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Direct linkKwiatkowska-White, Bozena; Kirby, John R.; Lee, Elizabeth A. – Journal of Psychoeducational Assessment, 2016
This longitudinal study of 78 Canadian English-speaking students examined the applicability of the stability, cumulative, and compensatory models in reading comprehension development. Archival government-mandated assessments of reading comprehension at Grades 3, 6, and 10, and the Canadian Test of Basic Skills measure of reading comprehension…
Descriptors: Longitudinal Studies, Reading Comprehension, Reading Achievement, Models
Tierney, Robin D.; Simon, Marielle; Charland, Julie – Educational Forum, 2011
Knowing that grades can have long-term consequences for students, teachers voice concern about being fair in the grading process. However, their interpretations of fairness are varied and sometimes contradictory. This study looked at how teachers in one standards-based educational system determined secondary students' grades, focusing specifically…
Descriptors: Grades (Scholastic), Academic Achievement, Grading, Educational Principles
