View in EDS

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

Saved in:
Bibliographic Details
Title: Gender Differences between Teachers' Assessments and Test Based Assessments. Evidence from Spain
Language: English
Authors: Marcenaro-Gutierrez, Oscar D. (ORCID 0000-0003-0939-5064), Prieto-Latorre, Claudia (ORCID 0000-0002-6510-3057), Sánchez Rodriguez, Maria Isabel (ORCID 0000-0003-0657-7823)
Source: Assessment in Education: Principles, Policy & Practice. 2023 30(3-4):320-345.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 26
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Gender Differences, Evaluation Methods, Foreign Countries, Academic Achievement, Grading, Cognitive Measurement, Standardized Tests, Secondary School Teachers, Reading Achievement, Mathematics Achievement
Geographic Terms: Spain
DOI: 10.1080/0969594X.2023.2251715
ISSN: 0969-594X
1465-329X
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.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1398146
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1398146
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Gender Differences between Teachers' Assessments and Test Based Assessments. Evidence from Spain
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Marcenaro-Gutierrez%2C+Oscar+D%2E%22">Marcenaro-Gutierrez, Oscar D.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0939-5064">0000-0003-0939-5064</externalLink>)<br /><searchLink fieldCode="AR" term="%22Prieto-Latorre%2C+Claudia%22">Prieto-Latorre, Claudia</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6510-3057">0000-0002-6510-3057</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sánchez+Rodriguez%2C+Maria+Isabel%22">Sánchez Rodriguez, Maria Isabel</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-0657-7823">0000-0003-0657-7823</externalLink>)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Assessment+in+Education%3A+Principles%2C+Policy+%26+Practice%22"><i>Assessment in Education: Principles, Policy & Practice</i></searchLink>. 2023 30(3-4):320-345.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 26
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Measurement%22">Cognitive Measurement</searchLink><br /><searchLink fieldCode="DE" term="%22Standardized+Tests%22">Standardized Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Teachers%22">Secondary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Achievement%22">Reading Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1080/0969594X.2023.2251715
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0969-594X<br />1465-329X
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1398146
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1398146
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1080/0969594X.2023.2251715
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
        StartPage: 320
    Subjects:
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Grading
        Type: general
      – SubjectFull: Cognitive Measurement
        Type: general
      – SubjectFull: Standardized Tests
        Type: general
      – SubjectFull: Secondary School Teachers
        Type: general
      – SubjectFull: Reading Achievement
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Spain
        Type: general
    Titles:
      – TitleFull: Gender Differences between Teachers' Assessments and Test Based Assessments. Evidence from Spain
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Marcenaro-Gutierrez, Oscar D.
      – PersonEntity:
          Name:
            NameFull: Prieto-Latorre, Claudia
      – PersonEntity:
          Name:
            NameFull: Sánchez Rodriguez, Maria Isabel
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 0969-594X
            – Type: issn-electronic
              Value: 1465-329X
          Numbering:
            – Type: volume
              Value: 30
            – Type: issue
              Value: 3-4
          Titles:
            – TitleFull: Assessment in Education: Principles, Policy & Practice
              Type: main
ResultId 1