Gender differences between teachers’ assessments and test based assessments. Evidence from Spain

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2023-07-04 DOI:10.1080/0969594X.2023.2251715

Ó. Marcenaro-Gutierrez, Claudia Prieto-Latorre, Maria Isabel Sánchez Rodriguez

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引用次数: 1

Abstract

ABSTRACT We study the existence of a gender gap between two methods of grading student achievement in Spain, namely teachers’ assessment which measures cognitive outcomes and standardised test scores, which are consistent across Spanish schools. We use rich census information of Andalusian students attending secondary schools. Our results indicate that overall teachers’ assessment favours girls compared to the result of standardised test scores in reading and maths. On average, girls obtain 0.35 points more than boys in teacher’s assessment on a 1 to 10 scale (0.15 SD), conditional on both having the same competencies. Additionally, we have found that the gender gap is stable across different levels of students’ own ability and peers’ ability. These results are robust to a set of census social characteristics. The presence of grading disparities suggests that test scores could complement teachers’ assessment; specifically, they could be used to inform about the gender gap in assessments.

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教师评价与应试评价的性别差异。来自西班牙的证据

我们研究了西班牙两种学生成绩评分方法之间存在的性别差距，即衡量认知结果的教师评估和标准化考试成绩，这在西班牙学校是一致的。我们使用安达卢西亚中学生丰富的人口普查信息。我们的研究结果表明，与阅读和数学的标准化考试成绩相比，教师的总体评估更有利于女孩。在1到10分(0.15标准差)的教师评估中，女孩平均比男孩多得0.35分，条件是两者具有相同的能力。此外，我们发现在学生自身能力和同伴能力的不同水平上，性别差异是稳定的。这些结果对于一系列人口普查的社会特征是稳健的。评分差异的存在表明，考试成绩可以补充教师的评估;具体来说，它们可以用来说明评估中的性别差距。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.