This paper describes some of the difficulties inherent in the use of grade and age equivalent scores in educational assessment. The limitations discussed include the fact that these scores (a) imply a false standard against which students are routinely judged, (b) have unequal variance across content areas and grade and age groups, (c) are developed through "guessing" procedures, and (d) encourage comparison of students to inappropriate reference groups. Suggestions for the use of scores that provide more meaningful and technically sound information about pupil achievement are also given.
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