Gender Gaps in Different Grading Systems

Autor/inn/en	Angelo, Catarina; Reis, Ana Balcão
Titel	Gender Gaps in Different Grading Systems
Quelle	In: Education Economics, 29 (2021) 1, S.105-119 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Angelo, Catarina) ORCID (Reis, Ana Balcão)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2020.1853681
Schlagwörter	Gender Differences; Achievement Gap; Grading; Student Evaluation; Academic Achievement; Scores; Standardized Tests; Foreign Countries; Elementary School Students; Secondary School Students; Regression (Statistics); Portugal + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Notengebung; Schulnote; Studentische Bewertung; Schulleistung; Standadised tests; Standardisierter Test; Ausland; Sekundarschüler; Regression; Regressionsanalyse
Abstract	This paper analyzes the impact of grading practices on the gender gap in student achievement. We examine the gender difference in the difference between teacher grading and scores on national exams to test whether there are gender differences associated with different grading systems. We use data on 21 subjects across humanities and sciences for students taking exams between the 4th and 12th grades from 2007 to 2018 in Portugal. Our results indicate that a grading system based on exams favors boys, while one based on teacher assessment favors girls. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01