The Influence of Student Gender on the Assessment of Undergraduate Student Work

Autor/inn/en	Birch, Phil; Batten, John; Batey, Jo
Titel	The Influence of Student Gender on the Assessment of Undergraduate Student Work
Quelle	In: Assessment & Evaluation in Higher Education, 41 (2016) 7, S.1065-1080 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2015.1064857
Schlagwörter	Foreign Countries; Undergraduate Students; Student Evaluation; Influences; Gender Differences; Gender Bias; Feedback (Response); Essays; Control Groups; Experimental Groups; Grading; Scores; Writing (Composition); Literary Styles; Writing Evaluation; Language Fluency; Connected Discourse; Information Sources; Knowledge Level; Qualitative Research; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Schulnote; Studentische Bewertung; Influence; Einfluss; Einflussfaktor; Geschlechterkonflikt; Geschlechterstereotyp; Essay; Aufsatzunterricht; Notengebung; Schreibübung; Literarischer Stil; Language skill; Language skills; Sprachkompetenz; Information source; Informationsquelle; Wissensbasis; Qualitative Forschung
Abstract	The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the "control" essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the "target" essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01