Concepedia

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

Nathan R. Kuncel, Marcus Credé, Lisa L. Thomas

Review of Educational Research · 2005 · 1.1K citations · 58 references

TL;DR

Self‑reported grades are widely used in research and applied settings due to their importance and ease of collection. The study aims to review and meta‑analytically summarize the literature on the accuracy of self‑reported grades, class ranks, and test scores. The authors conduct a meta‑analysis of the literature on self‑reported grades, class ranks, and test scores. Results from 60,926 subjects indicate that self‑reported grades are less construct valid than many scholars believe, with validity strongly moderated by actual school performance and cognitive ability, suggesting cautious use and identifying safer contexts for application.

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.