Gender and Assessment: Differences, Similarities and Implications

Autor/inn/en	Hartley, James; Betts, Lucy; Murray, Wayne
Titel	Gender and Assessment: Differences, Similarities and Implications
Quelle	In: Psychology Teaching Review, 13 (2007) 1, S.34-47 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Student Evaluation; Females; Psychology; Gender Differences; Foreign Countries; Evaluation Methods; Essay Tests; Multiple Choice Tests; Age Differences; Test Bias; Student Projects; College Students; United Kingdom + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Weibliches Geschlecht; Psychologie; Geschlechterkonflikt; Ausland; Schriftlicher Sprachgebrauch; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Age; Difference; Age difference; Altersunterschied; Testkritik; Schulprojekt; Collegestudent; Großbritannien
Abstract	Background: Recent changes in higher education in the UK have led to much discussion about the performance of men and women students with different methods of assessment. Aim: To see whether or not there were differences between the marks awarded to men and women final-year psychology students as a function of the modes of assessment used. Method: The scores obtained by 42 men and 42 women students were compared on four different methods of assessment used in their final year: a multiple-choice examination, an essay examination, a course-work essay and a project. Results: The students obtained significantly lower scores on the multiple-choice examination than they did on the other three assessments (where they did not differ). There were no significant differences between the performance of the men and the women on these different methods of assessment when the full sample was studied. However, when the data from mature and Foundation Year students were discounted (some 20 per cent of the sample), the women performed significantly better than the men on all four measures. Conclusions: Our students did perform differently according to the method of assessment and, to some extent, gender. Such differences suggest that it is inappropriate to pool and average the marks from different methods of assessment without first assessing whether or not there are significant differences between the marks. Furthermore, we show that different methods of standardising the results produce different distributions of students in various degree classes. (Contains 5 tables and 1 panel.) (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10