The Validity of Self-Reported Grade Point Averages, Class Ranks, and Test Scores: A Meta-Analysis and Review of the Literature

Abstract

Self-reported grades are heavily used in research and applied settings because of the importance of grades and the convenience of obtaining self-reports. This study reviews and meta-analytically summarizes the literature on the accuracy of self-reported grades, class ranks, and test scores. Results based on a pairwise sample of 60,926 subjects indicate that self-reported grades are less construct valid than many scholars believe. Furthermore, self-reported grade validity was strongly moderated by actual levels of school performance and cognitive ability. These findings suggest that self-reported grades should be used with caution. Situations in which self-reported grades can be employed more safely are identified, and suggestions for their use in research are discussed.

Academic Stress: Its Causes and Results at a Ugandan University

“…The student's GPA is considered to be a summary of his or her learning and is therefore used to make important decisions about him or her (Kuncel, et al, 2005). Academic performance was measured using the students' current GPA or CGPA and the number of supplementary examinations completed by the students since joining the university.…”

“…Furthermore, society has placed undefined demands on students to perform well while in school right from secondary level (Goldstein & Thomas, 1996) to university level (Ang & Huan, 2006). This practice is reinforced by the belief of academia and employers that high school grades are the best predictors of university performance and that university performance is the best indicator for job performance (Kuncel, Crede & Thomas, 2005;Smits, MelIenbergh, & Vorst, 2002).…”

“…The student's GPA is considered a summary of his or her learning and is therefore used to make important decisions about him or her (Kuncel, et al, 2005). Hence the emphasis that a good GPA is a gate-pass to better life opportunities for good jobs, better salaries, and higher education (Ang & Huan, 2006).…”

Academic Self – Efficacy, Heteronomous and Autonomous Evaluation of Academic Achievement of Adolescents

“…It leads a child to independence, gives a chance to recognise own strengths and weaknesses, provides a space to create a reliable self-image and guides towards balanced academic achievement. Grade point averages (GPAs) and standardized test scores have long been considered benchmarks for judging students' academic achievement/success (Kuncel, Crede, & Thomas, 2005, Malá, 2013. However, equally important are internal characteristics (e.g., self-efficacy, self-evaluation and motivation) that are highly related to academic achievement/success (Bandura, 1997, Jinks, & Morgan, 1999, Zimmerman, 2000, Chemers, Hu, & Garcia, 2001, Valentine, DuBois, & Cooper, 2004, Zajacová, Lynch, & Espenshade, 2005, McIlroy, Poole, Ursavas, & Moriarty, 2015.…”

The relationship between pre-university schoolings and university grades in Uganda

“…Some degree of random error is an inherent part of measurement, and is generally believed to cancel out, although it may lead to the attenuation of estimates of relationships. On the other hand, systematic error in self-reported scores is of concern because it may lead to spurious relationships (Kuncel, Credé & Thomas, 2005). The main difficulty with such bias is that patterns vary: over-reporting is much more common than under-reporting for instance, so there is a bias towards higher scores being reported; secondly, lower performing students tend to over-report more than higher performing students.…”