Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores
Abstract
The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that...
Paper Details
Title
Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores
Published Date
Mar 19, 2021
Journal
Volume
12
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