Gender Differences between Teachers' Assessments and Test Based Assessments. Evidence from Spain

Autor/inn/en	Marcenaro-Gutierrez, Oscar D.; Prieto-Latorre, Claudia; Sánchez Rodriguez, Maria Isabel
Titel	Gender Differences between Teachers' Assessments and Test Based Assessments. Evidence from Spain
Quelle	In: Assessment in Education: Principles, Policy & Practice, 30 (2023) 3-4, S.320-345 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Marcenaro-Gutierrez, Oscar D.) ORCID (Prieto-Latorre, Claudia) ORCID (Sánchez Rodriguez, Maria Isabel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2023.2251715
Schlagwörter	Gender Differences; Evaluation Methods; Foreign Countries; Academic Achievement; Grading; Cognitive Measurement; Standardized Tests; Secondary School Teachers; Reading Achievement; Mathematics Achievement; Spain + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Ausland; Schulleistung; Notengebung; Schulnote; Standadised tests; Standardisierter Test; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Spanien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01