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.
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References
1.
Burns, E.The use and interpretation of standardized grade equivalents. Journal of Learning Disabilities, 1982, 15, 17–18.
2.
Reynolds, C.R.The fallacy of “two years below grade level for age” as a diagnostic criterion for reading disorders. Journal of School Psychology, 1981, 19, 350–358.
