Great grade expectations? The role of pupil expectations in target setting

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@article{d38505ca4714467c92e38741107ebc93,
title = "Great grade expectations? The role of pupil expectations in target setting",
abstract = "This paper examines the relationship between pupils{\textquoteright} expectations of their grades in public examinations at age 16 in England and their actual grades. We define optimism as the difference between grades expected by pupils and grades predicted by pupils{\textquoteright} prior attainment and background. We define accuracy as the difference between pupils{\textquoteright} grade expectations and the actual grades achieved. Using data from 5507 pupils and 50 schools, we find that more optimistic expectations are associated with higher value-added, even where expectations far exceed statistical predictions and actual grades. Each extra grade expected predicts average higher value-added of about a third of a grade. We also examine the correlates of pupil optimism and expectation accuracy, finding some evidence for school effects.",
keywords = "Pupil progress, Self-efficacy, Grade expectations, Pupil targets",
author = "Thomas Perry and Peter Davies and Tian Qiu",
year = "2018",
doi = "10.1016/j.ijer.2017.10.010",
language = "English",
volume = "89",
pages = "139--152",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Great grade expectations? The role of pupil expectations in target setting

AU - Perry, Thomas

AU - Davies, Peter

AU - Qiu, Tian

PY - 2018

Y1 - 2018

N2 - This paper examines the relationship between pupils’ expectations of their grades in public examinations at age 16 in England and their actual grades. We define optimism as the difference between grades expected by pupils and grades predicted by pupils’ prior attainment and background. We define accuracy as the difference between pupils’ grade expectations and the actual grades achieved. Using data from 5507 pupils and 50 schools, we find that more optimistic expectations are associated with higher value-added, even where expectations far exceed statistical predictions and actual grades. Each extra grade expected predicts average higher value-added of about a third of a grade. We also examine the correlates of pupil optimism and expectation accuracy, finding some evidence for school effects.

AB - This paper examines the relationship between pupils’ expectations of their grades in public examinations at age 16 in England and their actual grades. We define optimism as the difference between grades expected by pupils and grades predicted by pupils’ prior attainment and background. We define accuracy as the difference between pupils’ grade expectations and the actual grades achieved. Using data from 5507 pupils and 50 schools, we find that more optimistic expectations are associated with higher value-added, even where expectations far exceed statistical predictions and actual grades. Each extra grade expected predicts average higher value-added of about a third of a grade. We also examine the correlates of pupil optimism and expectation accuracy, finding some evidence for school effects.

KW - Pupil progress

KW - Self-efficacy

KW - Grade expectations

KW - Pupil targets

U2 - 10.1016/j.ijer.2017.10.010

DO - 10.1016/j.ijer.2017.10.010

M3 - Article

VL - 89

SP - 139

EP - 152

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

ER -