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Bruno scored 55 out of 100 on his first semester final exam, which was higher than 88% of his classmates and considered a passing grade. In the second semester, Bruno scored 60 out of 100, still a passing grade. However, his percentile rank dropped to 38% because his classmates had larger score increases than he did, so he was no longer ahead of as many peers. This example demonstrates why monitoring student growth over time, not just whether a passing score was achieved, can provide useful information abou

Author

Aegina Festin

Language

EN