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Different assessment methods and parents´ education
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Orientador(es)
Resumo(s)
This study analyses whether teacher and test-based assessments differ systematically between
low and high socio-economic status (SES) students throughout the Portuguese education system.
As an indicator of the students’ SES, we use the level of education of the students’ parents. We
use nationwide data on students and their assessments in 16 subjects in the 11th and 12th grades
for a 10-year period ranging from 2009 to 2018. The analysis follows linear specifications
to test whether there are significant socio-economic gaps between both grading schemes. The
results suggest that, when comparing students with similar exam scores, the gap between teacher
score and exam score increases for students from high-SES, suggesting that, for students with
the same exam score, low-SES students have a lower teacher grade compared to their high-SES
peers. Thus, exams seem to be relatively more favourable for students from low-SES and teacher
assessment more favourable for students from high-SES.
Descrição
Palavras-chave
Student achievement Economics of education Different assessment methods Socio-economic gap Parents´ education