Abstract
Summary Most scholars maintain that cognitive test scores are fairly stable even for children of primary school age. However, it can be shown theoretically that use of the correlation coefficient to describe the extent of individual fluctuations in test scores can give an impression of stability which is misleading. This paper describes the extent of individual fluctuations in intelligence, English and mathematics achievement test scores over a four‐year period for a sample of more than 200 primary school children. The annual fluctuations in test scores are described in terms of standardized scores. The data provide evidence that individual children's test scores varied significantly from year to year during primary school, and demonstrate empirically the extent of the variations, which indicates that stability in cognitive test performance is the exception rather than the rule with children in primary school.
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