Assessments of school achievement play a central role in education. For example, they are used in educational diagnostics to inform long-term placement decisions and are an important criterion in large-scale educational monitoring. Findings on the rank-order stability of students' school achievement are highly relevant to educational research and practice. While low stability undermines the validity of using academic achievement for diagnostic purposes, near-perfect stability may indicate insufficient educational mobility. However, the rank-order stability of school achievement is very rarely studied explicitly. Therefore, we know little about the conditions under which this stability is higher or lower. The present meta-analysis of longitudinal studies reports the rank-order stability of teacher-assigned school marks and school achievement tests. A total of 1990 test-retest correlation coefficients were compiled, involving 740,610 individual participants from 363 longitudinal studies. The mean rank-order stability, estimated for Grade 5 and a test-retest interval of two years, was ρ = .70 (95 % CI: .69, .72). Stability was lower for school marks (ρ = .67) than achievement tests (ρ = .72). Stability remained relatively constant across grade levels and decreased with increasing test-retest interval. The decrease in stability with increasing interval was greater for school marks than for achievement tests: Both indicators were comparably stable in very short intervals, but achievement test results were much more stable in the long-term. The stabilities of school marks and achievement tests varied between both school domains and countries.

中文翻译：

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学生在校学业成绩的稳定性：纵向研究的荟萃分析

学校成绩评估在教育中起着核心作用。例如，它们被用于教育诊断，为长期安置决策提供信息，并且是大规模教育监测的重要标准。关于学生学习成绩的排名顺序稳定性的研究结果与教育研究和实践高度相关。虽然低稳定性会破坏将学术成就用于诊断目的的有效性，但近乎完美的稳定性可能表明教育流动性不足。然而，学校成绩的等级顺序稳定性很少被明确研究。因此，我们对这种稳定性更高或更低的条件知之甚少。目前的纵向研究荟萃分析报告了教师分配的学校分数和学校成绩测试的排名顺序稳定性。共编制了 1990 个重测相关系数，涉及来自 740,610 项纵向研究的 363 名个体参与者。5 级和两年的重测间隔估计的平均秩顺序稳定性为 ρ = .70 （95 % CI： .69， .72）。学校成绩的稳定性 （ρ = .67） 低于成绩测试 （ρ = .72）。稳定性在各个年级之间保持相对稳定，并随着重测间隔的增加而降低。学校分数的稳定性随区间的增加而下降的幅度大于成绩测试：这两个指标在非常短的区间内相对稳定，但从长期来看，成绩测试结果要稳定得多。学校分数和成绩测试的稳定性因学校领域和国家而异。