The student growth measure used as criterion is supported by a substantial correlation with course grades (r = .68) reported in prior work¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i3 The article reports, citing Cheon et al. (2024), that the student growth measure correlates with grade attained in the course at r = .68, p < .001. → Marsh 2026

Evidence¶

Marsh 2026¶

Marsh, H. W., Knoester, C. E., Pfeiffer, M., Hattie, J., Dicke, T., Guo, J., Reeve, J., Pekrun, R., Lüdtke, O., Vasconcellos, D., & Huang, D. (2026). Measuring teaching effectiveness in secondary schools: Multitrait–multimethod analyses of student–teacher agreement across 15 teaching effectiveness factors and student growth. Journal of Educational Psychology. Advance online publication. https://doi.org/10.1037/edu0001035

q2 · i3 · associational · r2

The article reports, citing Cheon et al. (2024), validity support for the 12-item student growth measure adapted from the Student Assessment of Learning Gains: "correlations with grade attained in the course ( r 5 .68, p < .001)". The printed effect size is r = .68, p < .001. The cited study's design was not described in this article and was not read here.

"The validity of this measure is supported by a multiinformant approach (Koestner et al., 2012 ) and by correlations with grade attained in the course ( r 5 .68, p < .001; Cheon et al., 2024 )."

Discussion¶

Related Claims¶

• School grades tend to be more highly correlated with academic self-concept than standardized test scores — related