Assessing Does Not Mean Threatening: The Purpose of Assessment as a Key Determinant of Girls' and Boys' Performance in a Science Class

Autor/inn/en	Souchal, Carine; Toczek, Marie-Christine; Darnon, Céline; Smeding, Annique; Butera, Fabrizio; Martinot, Delphine
Titel	Assessing Does Not Mean Threatening: The Purpose of Assessment as a Key Determinant of Girls' and Boys' Performance in a Science Class
Quelle	In: British Journal of Educational Psychology, 84 (2014) 1, S.125-136 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12012
Schlagwörter	Student Evaluation; Sex Fairness; Science Tests; High School Students; Gender Differences; Sex Stereotypes; Performance; Science Education + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Sexualaufklärung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Geschlechterkonflikt; Achievement; Leistung; Naturwissenschaftliche Bildung
Abstract	Background: Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance. Aim: The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class. Sample: Participants were 120 boys and 72 girls (all high-school students). Methods: Participants attended a science lesson while expecting a performance-oriented assessment (i.e., an assessment designed to compare and select students), a mastery-oriented assessment (i.e., an assessment designed to help students in their learning), or no assessment of this lesson. Results: One way to increase girls' performance on a science test without harming boys' performance is to present assessment as a tool for improving mastery rather than as a tool for comparing performances. Conclusions: One way to increase girls' performance on a science test without harming boys' performance is to present assessment as a tool for improving mastery rather than as a tool for comparing performances. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10