School classes differ in their achievement level, with different contexts having varying effects on students. Not only is self concept influenced by the reference group (Big-Fish-Little-Pond-Effect), but teachers’ grading can also be subject to reference group effects.
In this study, the influence of reference groups on grading at the end of third grade was investigated in a group of 1’256 children. The children’s achievement in reading and spelling tests was related to their teachers’ grading, taking the overall class achievement level into account.
Results do not show the expected reference group effect, but rather that individual achievement level influenced grading more than the overall class achievement level. Possible causes for this result, and the basic question as to what extent a group’s overall achievement level should be taken into account in grading will be discussed.