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Educational evaluation schemes and gender gaps in student achievement
ARTICLE

, Department of Economics, Norwegian University of Science and Technology (NTNU), Norway ; , EC Group AS, Norway

Economics of Education Review Volume 36, Number 1, ISSN 0272-7757 Publisher: Elsevier Ltd

Abstract

This 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-differences framework. Compared to the results at anonymously evaluated central exit exams, girls get significantly higher grades than boys when the same skills are assessed by their teacher. This gender grading gap in favor of the girls is found in both languages and mathematics. We find no evidence that the competitiveness of the environment can explain why boys do relatively better on the exam. We find some evidence that the gender grading gap is related to teacher characteristics, which indicates that the teacher–student interaction during coursework favors girls in the teacher grading.

Citation

Falch, T. & Naper, L.R. (2013). Educational evaluation schemes and gender gaps in student achievement. Economics of Education Review, 36(1), 12-25. Elsevier Ltd. Retrieved January 24, 2020 from .

This record was imported from Economics of Education Review on January 28, 2019. Economics of Education Review is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.econedurev.2013.05.002

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