Unpacking grading bias in middle school: A multilevel analysis of grade vs. test discrepancy considering student and school characteristics

IF 2.6 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Educational Evaluation Pub Date : 2024-09-07 DOI:10.1016/j.stueduc.2024.101398

Rimantas Vosylis , Rasa Erentaitė , Berita Simonaitienė , Eglė Melnikė , Daiva Sevalneva , Vaidas Morkevičius , Giedrius Žvaliauskas , Bas Hemker

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引用次数: 0

Abstract

Grade vs. test discrepancies and social biases in grading are complex phenomena shaped by the interplay of student characteristics, teacher behaviors, curricular elements, and the school environment. Despite this complexity, research examining how these phenomena vary across schools and in relation to school and curriculum-specific characteristics remains limited. This study delves into the discrepancy between grades and standardized math and national language test scores within a cohort of 18,812 8th-grade students in Lithuania nested in 418 schools. Multilevel regression analysis unveiled a pattern: female students were over-graded, whereas those from low socioeconomic backgrounds and those with special educational needs were consistently under-graded. Biases related to gender and special education needs varied significantly across schools, and the effects were linked to school characteristics. There were both similarities and differences in patterns for math and national language grading bias.

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解读初中的评分偏差：考虑学生和学校特点的年级与考试差异多层次分析

成绩与考试的差异以及评分中的社会偏见是由学生特点、教师行为、课程要素和学校环境的相互作用所形成的复杂现象。尽管这种现象很复杂，但研究这些现象在不同学校的差异以及与学校和课程特定特征的关系的研究仍然很有限。本研究深入研究了立陶宛 418 所学校中 18,812 名八年级学生的成绩与标准化数学和国家语言测试成绩之间的差异。多层次回归分析揭示了一种模式：女生的分数过高，而来自社会经济背景较差的学生和有特殊教育需求的学生的分数一直偏低。与性别和特殊教育需求有关的偏差在不同学校之间存在显著差异，其影响与学校特点有关。数学和国语评分偏差的模式既有相似之处，也有不同之处。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Studies in Educational Evaluation Multiple-

CiteScore

6.90

自引率

6.50%

发文量

审稿时长

62 days

期刊介绍： Studies in Educational Evaluation publishes original reports of evaluation studies. Four types of articles are published by the journal: (a) Empirical evaluation studies representing evaluation practice in educational systems around the world; (b) Theoretical reflections and empirical studies related to issues involved in the evaluation of educational programs, educational institutions, educational personnel and student assessment; (c) Articles summarizing the state-of-the-art concerning specific topics in evaluation in general or in a particular country or group of countries; (d) Book reviews and brief abstracts of evaluation studies.