Are Teacher Assessments Biased?--Evidence from Sweden

Autor/in	Lindahl, Erica
Titel	Are Teacher Assessments Biased?--Evidence from Sweden
Quelle	In: Education Economics, 24 (2016) 2, S.224-238 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0964-5292
DOI	10.1080/09645292.2015.1014882
Schlagwörter	Foreign Countries; Evidence; Teacher Student Relationship; Grade 9; Mathematics Achievement; Gender Differences; Ethnicity; Grade Inflation; Grading; Data Analysis; National Competency Tests; Gender Bias; Racial Bias; Student Records; Student Evaluation; Sweden + Suchen Sie Ihr Suchwort? Ausland; Evidenz; Teacher student relationships; Lehrer-Schüler-Beziehung; School year 09; 9. Schuljahr; Schuljahr 09; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Geschlechterkonflikt; Ethnizität; Notengebung; Schulnote; Auswertung; Geschlechterstereotyp; Racial discrimination; Rassismus; Schülerakte; Studentische Bewertung; Schweden
Abstract	This study investigates if the probability of being graded up in the school leaving certificates increases if the teacher is of the same gender as the student or if the teacher and the student both have a foreign background. The analysis is based on data on grade 9 students in Mathematics from Sweden. I find that female students and non-native students perform better on national test results if the teacher is of the same gender or also is non-native, respectively. The probability of being graded up is less likely if the student and the teacher are of the same gender. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01