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Comparing Teacher and External Assessments: Are Boys, Immigrants and Poorer Students Undergraded?

In this paper, we study the presence of systematic differences between teacher non-blind assessments and external quasi-blindly graded standardized tests as a measure of grading bias. We use a rich administrative database covering two cohorts from publicly-funded schools in the Basque Country (Spain). We find that systematic underassessment exists for boys, children with immigrant origin, and poorer students. The observed data patterns indicate that stereotyping is a consistent mechanism through which our findings can be interpreted.

Authors:

Lucas Gortazar, Investigador asociado a ISEAK; David Martinez de Lafuente, Investigador en ISEAK; Ainhoa Vega-Bayo, Investigadora asociada a ISEAK.

Suggested Citation:

Gortazar, L., Martinez de Lafuente, D., & Vega-Bayo, A. 2021. Comparing Teacher and External Assessments: Are Boys, Immigrants and Poorer Students Undergraded? ISEAK Working Paper 2021/1. Disponible en ISEAK: https://iseak.eu/documentos/comparing-teacher-and-external-assessments-are-boys-immigrants-and-poorer-students-undergraded/