Are teacher assessments biased? – evidence from Sweden

Lindahl, Erica

doi:10.1080/09645292.2015.1014882

Cited by 28 publications

(15 citation statements)

References 11 publications

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“…Most studies explore differences by gender (Cornwell, Mustard, & Van Parys, 2013;Lavy, 2008;Falch & Naper, 2013), although Burgess and Greaves (2013) focus on ethnic minorities and Zavodny (2013) on overweight pupils. Other studies (Gibbons & Chevalier, 2008, Kiss 2013, Lindahl 2007) assess grading disparities along multiple dimensions (gender, migration, prior achievement). Most results document the existence of systematic grading gaps, favouring (educationally) advantaged pupil groups in more subjective assessments.…”

Section: Background and Related Literaturementioning

confidence: 98%

Systematic differences across evaluation schemes and educational choice

Rangvid

2015

Economics of Education Review

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Section: Background and Related Literaturementioning

confidence: 98%

Systematic differences across evaluation schemes and educational choice

Rangvid

2015

Economics of Education Review

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“…Teachers, however, might hold biased perceptions of the abilities of certain ethnic or gender groups. Moreover, grades might be affected by students’ behavior (Dee, 2005; Pedulla, Airasian, & Madaus, 1980) or teachers’ discriminative grading practices (Burgess & Greaves, 2013; Lavy, 2008; Lindahl, 2007). If these biases occur and students are aware of them, then this condition of the theory might not be fulfilled.…”

Section: Discussionmentioning

confidence: 99%

Double Standards or Social Identity? The Role of Gender and Ethnicity in Ability Perceptions in the Classroom

Kisfalusi

Janky

Takács

2018

The Journal of Early Adolescence

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This study aims at disentangling the effects of status generalization and social identity processes on ability perceptions among early adolescents. Double standards theory predicts that people use different standards for making inferences about others' abilities based on social status. Social identity processes, however, imply that people evaluate in-group members more positively than out-group members. We analyze cross-sectional dyadic peer nomination data from 21 primary school classes in Hungary (N = 392, X age = 13 years) with exponential random graph models. Next to ethnic selfidentification, we use dyadic ethnic perceptions as a novel way of measuring ethnicity in the analysis. Our findings are mostly in line with social identity theory: Students are more likely to nominate in-group peers as clever compared with classmates from the out-group, in terms of both gender and ethnicity. Nonetheless, ethnic and gender biases in ability perceptions differ in some important ways.

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“…This allows us to control for unobserved factors that are fixed across assessment methods, in particular students’ academic ability. The same identification strategy has been used to investigate biased grading of students by gender (Lindahl, ; Lavy, ; Hinnerich, Hoeglin and Johannesson, ; Cornwell et al ., ; Di Liberto and Casula, ; Terrier, ; Lavy and Sand, ) and ethnicity (Burgess and Greaves, ; Botelho, Madeira and Rangel, ; Campbell, ).…”

Section: Introductionmentioning

confidence: 99%

Short, Heavy and Underrated? Teacher Assessment Biases by Children's Body Size

Black

New

2020

Oxf Bull Econ Stat

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We compare non‐blind teacher assessments with blind national test scores in maths to examine teacher‐test score disparities by children's height and weight. Relative to test scores, shorter and heavier children are rated less favourably by teachers. This teacher‐test score discrepancy cannot be explained by the child's behaviours, motivation to learn or cognitive ability. Unobserved student fixed effects across subjects explain the teacher‐test score discrepancy by height, but not weight. Our analysis points to biased teacher assessments as the most plausible explanation for the remaining teacher‐test score gap by weight. We find harsher teacher assessments are associated with a reduction in both the child's future test performance and liking for maths 4 years later.

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Are teacher assessments biased? – evidence from Sweden

Cited by 28 publications

References 11 publications

Systematic differences across evaluation schemes and educational choice

Systematic differences across evaluation schemes and educational choice

Double Standards or Social Identity? The Role of Gender and Ethnicity in Ability Perceptions in the Classroom

Short, Heavy and Underrated? Teacher Assessment Biases by Children's Body Size

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