Educational Evaluation Schemes and Gender Gaps in Student Achievement
AbstractThis 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-difference framework. Compared to scores at anonymously evaluated central exit exams, girls get significantly higher grades than boys when assessed by their teacher. We find no evidence that the competitiveness of the environment can explain why boys do relatively better at the exam. The gender grading gap is related to teacher characteristics. The results indicate that the teacher-student interaction during coursework favor girls in the teacher grading.
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Bibliographic InfoPaper provided by Department of Economics, Norwegian University of Science and Technology in its series Working Paper Series with number 11311.
Length: 29 pages
Date of creation: 28 Mar 2011
Date of revision:
Other versions of this item:
- Falch, Torberg & Naper, Linn Renée, 2013. "Educational evaluation schemes and gender gaps in student achievement," Economics of Education Review, Elsevier, vol. 36(C), pages 12-25.
- I21 - Health, Education, and Welfare - - Education - - - Analysis of Education
- J16 - Labor and Demographic Economics - - Demographic Economics - - - Economics of Gender; Non-labor Discrimination
This paper has been announced in the following NEP Reports:
- NEP-ALL-2011-04-16 (All new papers)
- NEP-EDU-2011-04-16 (Education)
- NEP-LAB-2011-04-16 (Labour Economics)
- NEP-URE-2011-04-16 (Urban & Real Estate Economics)
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- Kaja Høiseth Brugård, 2013. "Does School Choice Improve Student Performance?," Working Paper Series 14513, Department of Economics, Norwegian University of Science and Technology.
- Coenen, J. & Van Klaveren, C., 2013. "Better test scores with a same-gender teacher?," Working Papers 47, Top Institute for Evidence Based Education Research.
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