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Gender gaps in different grading systems
Publication . Angelo, Catarina; Balcão Reis, Ana; NOVA School of Business and Economics (NOVA SBE); Routledge | Taylor & Francis Group
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.
Gender gaps in different assessment systems: The role of teacher gender
Publication . Angelo, Catarina; Balcão Reis, Ana
Previous research has identified a gender gap in the difference between teacher grading and
scores on national exams at the end of secondary school. We go a step further and look at how
teacher characteristics may influence this gender gap. We find that exams are relatively more
favorable for boys, regardless of the teacher gender or the gender matching. Results suggest
that having a male teacher tends to increase the assessment gap for all students through a greater
decrease from teacher grades to exam scores, the impact being less for boys.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
3599-PPCDT
Número da atribuição
PTDC/IIM-ECO/6813/2014