Educational evaluation schemes and gender gaps in student achievement

Torberg Falch and Linn Renée Naper

Economics of Education Review, 2013, vol. 36, issue C, 12-25

Abstract: This paper investigates whether gender gaps in student achievement are related to evaluation schemes. We exploit different evaluations at the end of compulsory education in Norway in a difference-in-differences framework. Compared to the results at anonymously evaluated central exit exams, girls get significantly higher grades than boys when the same skills are assessed by their teacher. This gender grading gap in favor of the girls is found in both languages and mathematics. We find no evidence that the competitiveness of the environment can explain why boys do relatively better on the exam. We find some evidence that the gender grading gap is related to teacher characteristics, which indicates that the teacher–student interaction during coursework favors girls in the teacher grading.

Keywords: Educational evaluation schemes; Teacher grading; Gender gaps; Gender interactions (search for similar items in EconPapers)
JEL-codes: I21 J16 (search for similar items in EconPapers)
Date: 2013
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Citations: View citations in EconPapers (39)

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Related works:
Working Paper: Educational Evaluation Schemes and Gender Gaps in Student Achievement (2011)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:36:y:2013:i:c:p:12-25

DOI: 10.1016/j.econedurev.2013.05.002

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