RT Journal Article
T1 Gender differences between teachers’ assessments and test based assessments. Evidence from Spain
A1 Marcenaro-Gutiérrez, Óscar David
A1 Prieto-Latorre, Claudia
A1 Sánchez-Rodríguez, María Isabel
K1 Discriminación sexual en la enseñanza
AB We study the existence of a gender gap between two methods of grading student achievement in Spain, namely teachers’ assessment which measures cognitive outcomes and standardised test scores, which are consistent across Spanish schools. We use rich census information of Andalusian students attending secondary schools. Our results indicate that overall teachers’ assessment favours girls compared to the result of standardised test scores in reading and maths. On average, girls obtain 0.35 points more than boys in teacher’s assessment on a 1 to 10 scale (0.15 SD), conditional on both having the same competencies. Additionally, we have found that the gender gap is stable across different levels of students’ own ability and peers’ ability. These results are robust to a set of census social characteristics. The presence of grading disparities suggests that test scores could complement teachers’ assessment; specifically, they could be used to inform about the gender gap in assessments.
PB Routledge Journals, Taylor & Francis LTD
YR 2023
FD 2023
LK https://hdl.handle.net/10630/33961
UL https://hdl.handle.net/10630/33961
LA eng
NO Marcenaro-Gutierrez, O. D., Prieto-Latorre, C., & Sánchez Rodriguez, M. I. (2023). Gender differences between teachers’ assessments and test based assessments. Evidence from Spain. Assessment in Education: Principles, Policy & Practice, 30(3-4), 320-345.
NO We are grateful to the Consejería de Educación of the Junta de Andalucía for data support. This work has been partly supported by FEDER funding (under Research Project PY20-00228-R); Ministerio de Ciencia e Innovación (under Research Project PID2020-119471RB-I00); the Andalusian Regional Government (SEJ-645).
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 4 mar 2026