Gender Grading Bias in Junior High School Mathematics

Abstract

Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. Terms of use: Documents in EconStor may be saved and copied for your personal and scholarly purposes. You are not to copy documents for public or commercial purposes, to exhibit the documents publicly, to make them publicly available on the internet, or to distribute or otherwise use the documents in public. If the documents have been made available under an Open Content Licence (especially Creative Commons Licences), you may exercise further usage rights as specified in the indicated licence.

Student conceptions of motivation to study in upper secondary school in Sweden revealed through phenomenography

“…Much of the international research on motivation in school focuses on various topics (i.e., music, math and science (Gilbert et al, 2014), and literacy) or digital devices (e.g., Berg et al, 2019;Hofvenberg, 2020). In a comprehensive Australian survey, Martin (2009) compared three age groups: students in elementary school, high school, and university.…”

“…Important for study motivation is also how students perceive given tasks (whether they are relevant, how much use they see in them, perceived degree of difficulty, working methods [Granström, 2012], feedback, group division, group dynamics, and many other factors that have to do with classroom work itself; Carlgren, 2015;Håkansson & Sundberg, 2012;Woolfolk & Karlberg, 2015). Gender also affects study motivation (Berg et al, 2019;Dunn & Griggs, 2006;Zimmerman, 2018). Most important for students' study motivation, however, is teacher-student interaction and the teacher's overall didactic competence (Gilbert et al, 2014;Hattie, 2009;Kiefer et al, 2014).…”

Nordic Economic Policy Review 2022: COVID-19 Effects on the Economy in the Nordics

“…Standardised exams have an important role to play in capturing bias. Prior research indicates that there are systematic deviations in grading between unblind and blind examinations, and several studies have documented a teacher bias against boys (e.g., Lavy 2008, Lekholm & Cliffordson 2009, Berg et al 2020) and some others against certain ethnic minorities (e.g., Burgess & Greaves 2013, Hinnerich et al 2015.…”