Gendered perceptions of learning and fairness when choice between exam types is offered

Abstract

Learning processes and strategies for assessing students in higher education have been studied from a variety of different angles. Numerous inventories measuring cognitive, affective, and connotative aspects of learning have been developed (Garcia and Pintrich, 1996;Geisler-Brenstein and Schmeck, 1996). Likewise, numerous studies have noted what types of test different students seem to prefer (for example, Zeidner, 1987) and which tests seem biased toward particular types of students (Bolger and Kellaghan, 1990;Gamer and Engelhard, 1999). Still other studies have

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

“…Compared to opportunity to learn, which typically considers fairness prior to assessment and which is closely aligned with instruction, the theme of access to demonstrate learningproviding students with "multiple, varied, equitable, and meaningful opportunities to demonstrate their learning" (Tierney, 2016, p.6)-has typically been characterized in terms of assessment opportunities that students are provided with to demonstrate what they know or can do (Camilli, 2006(Camilli, , 2013Cowie, 2015;Duffield & Spencer, 2002;Murillo & Hidalgo, 2017;Suskie, 2000;Tierney, 2013;Volante, 2006). The empirical studies have also demonstrated that students feel treated fairly when provided with multiple assessment opportunities (Duffield & Spencer, 2002;Mauldin, 2009). Similar to the last interpretation of opportunity to learn, equitable, differentiated, and multiple assessments of students are regarded fair in the opportunity to demonstrate learning theme.…”

Impact of test format on vocabulary test performance of EFL learners: the role of gender

“…However, there are mixed results in the literature. As a prime instance, Mauldin (2009); Simkin and Kuechler (2005) and Weaver and Raptis (2001) examined performance of students in MC and CR tests and found no significant differences between male and female test takers. However, findings of this study suggested that males perform better in MC items while females do better in CR items.…”