Teachers' Perceptions and A-Level Performance: Is There Any Evidence of Systematic Bias?

Autor/inn/en	Snell, Martin; Thorpe, Andy; Hoskins, Sherria; Chevalier, Arnaud
Titel	Teachers' Perceptions and A-Level Performance: Is There Any Evidence of Systematic Bias?
Quelle	In: Oxford Review of Education, 34 (2008) 4, S.403-423 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
Schlagwörter	Higher Education; Grades (Scholastic); Academic Achievement; Admission Criteria; College Admission; Grade Prediction; Educational Policy; Policy Analysis; Foreign Countries; College Entrance Examinations; Predictive Validity; Mail Surveys; Questionnaires; Bias; United Kingdom + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Notenspiegel; Schulleistung; Admission; Admission procedures; Zulassungsbedingung; Zulassungsverfahren; Zulassung; Hochschulzugang; Hochschulzulassung; Politics of education; Bildungspolitik; Politikfeldanalyse; Ausland; Aufnahmeprüfung; Erhebungsinstrument; Fragebogen; Großbritannien
Abstract	Applications for places in UK Higher Education are usually made before the results of A-level examinations are known, so references from schools and colleges normally refer to expected (or predicted) grades. Inaccuracies in these predictions may be systematically related to key characteristics of the applicant and could lead to under-representation from various groups of students. This paper examines data on predicted A-level grades for 415 recently-enrolled university students. In contrast to the findings of previous studies however, we find that prediction bias is not particularly related to the gender, class or schooling of the student, but is closely linked to the predicted grades themselves--students predicted low grades performed above expectations, and vice-versa. The implications of this for current UK government initiatives intended to widen participation in Higher Education are considered briefly in the conclusion. (Contains 4 tables, 2 figures and 15 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10