影响数学教师评分标准的因素

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Daniel Doz
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引用次数: 1

摘要

国家评估可以通过比较学生的成绩和标准化考试的成绩来考察教师对学生评分的严格程度。影响教师评分的因素有几个,包括学生性别、学校类型、地理区域和社会经济地位。在本文中,我们使用负责组织国家数学评估的意大利INVALSI研究所的数据来调查这些因素如何影响教师的评分标准。我们考虑了来自990所高中2062个班级的36,589名13年级意大利学生的样本。使用层次线性模型分析变量之间的关系。研究结果显示,教师给出的分数与学生水平变量(如性别、社会经济地位和INVALSI测试分数)和学校水平变量(如学校类型和地点)有关。当考虑到教师分配的分数和INVALSI测试分数之间的差异时,只有学生的性别、学校类型和位置可以解释学生成绩的差距。因此,学生的社会经济地位对他们在INVALSI测试中的表现的影响较小,这表明使用标准化评估可能会提高评估的公平性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Factors influencing teachers’ grading standards in mathematics
ABSTRACT National assessments can be used to explore the strictness of teachers in grading students by comparing student grades to their scores on standardised tests. Several factors influence teacher-given grades, including student gender, school type, geographical regions, and socioeconomic status. In this paper, we used data from the Italian institute INVALSI, responsible for the organisation of national mathematics assessments, to investigate how these factors influence teachers’ grading standards. We considered a sample of 36,589 Grade 13 Italian students from 2,062 classes at 990 high schools. The relationships between the variables were analysed using hierarchical linear modelling. The findings reveal that teacher-given grades are related to student-level variables (e.g. gender, socioeconomic status, and score on the INVALSI test) and school-level variables (e.g. school type and location). When the difference between teacher-assigned grades and scores on the INVALSI test was considered, only student gender, school type, and location accounted for the gap in student achievements. Therefore, student socioeconomic status has a lower influence on their performance on the INVALSI test, suggesting that using standardised assessments might improve equity in assessment.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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