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Standardized Grade EquivalentsReally! No, Well, Sort of, But They Are More Confusing Than HelpfulCecil R. Reynolds is associate professor and director of doctoral training in school psychology at Texas A & M University. He received his PhD in school psychology from the University of Georgia. Address: Dr. Reynolds, Department of Educational Psychology, Texas A & M University, College Station, Texas 77843.
Victor L. Willson is associate professor of educational psychology and director of the college of education research assistance laboratory at Texas A & M University. He received his PhD in measurement and statistics from the University of Colorado. A method for developing "standardized" grade equivalents has recently been proposed by Burns (1982). The proposed method fails to remediate most of the well-known problems of grade equivalent scales and recreates some problems of the original mental age concept. Grade equivalents never really qualify as standard scores. The use of "standardized" grade equivalents may be more misleading than use of traditional empirically derivedgrade equivalent scales not only because of the term standardized as a false descriptorbut because these scores consistently underestimate above-average performance and overestimate below-average performance.
Journal of Learning Disabilities, Vol. 17, No. 6,
326-327 (1984) |
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