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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
