The merits of teacher assessment versus external exams to measure student achievement

Oliver Cassagneau-Francis and Gill Wyness

World of Labour, 2025, No 517, 517

Abstract: There is little to no consensus in the academic literature over whether centralised, standardised exams are better for students than teacher assessments. While a growing body of evidence from economics highlights bias in teacher assessments, educationalists and psychologists point to the harm caused by high-stakes exam-related stress and argue that exams and teacher assessments generally agree very closely. This lack of academic consensus is reflected in policy: a wide variety of assessment methods are used across (and even within) countries. Policymakers should be aware of the potential for inequalities in non-blind assessments and consider carefully the consequences of relying on a single method of assessment.

Keywords: teacher assessment; grading; external exams; students; teachers (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations: View citations in EconPapers (2)

Downloads: (external link)
https://wol.iza.org/articles/the-merits-of-teacher ... -student-achievement (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:iza:izawol:journl:2025:n:517

Access Statistics for this article

World of Labour is currently edited by Pierre Cahuc

More articles in World of Labour from LISER Contact information at EDIRC.
Bibliographic data for series maintained by Olga Nottmeyer ().