Test scores, subjective assessment, and stereotyping of ethnic minorities/ created by Simon Buegess and Ellen Greaves

By:

Burgess, Simon [author]

Contributor(s):

Greaves, Ellen [co author]

Material type: Text

TextSeries: Journal of labor economics ; Volume 31, Number 3Chicago: Chicago University, 2013Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

0734306X

Subject(s):

Subjective assessment -- Test score gaps -- Ethnic minorities

LOC classification:

HD5706 JOU

Online resources:

Click here to access online

Abstract: We assess whether ethnic minority pupils are subject to low teacher expectations. We exploit the English testing system of “quasi-blind” externally marked tests and “non-blind” internal assessment to compare differences in these assessment methods between White and ethnic minority pupils. We find evidence that some ethnic groups are systematically “under-assessed” relative to their White peers, while some are “over-assessed”. We propose a stereotype model in which a teacher’s local experience of an ethnic group affects assessment of current pupils; this is supported by the data.

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Holdings
Item type	Current library	Call number	Vol info	Copy number	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	HD5706 JOU (Browse shelf(Opens below))	Vol. 31, no.3 (pages 535-576)	SP17576	Not for loan	For In House Use Only

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We assess whether ethnic minority pupils are subject to low teacher expectations. We exploit the English testing system of “quasi-blind” externally marked tests and “non-blind” internal assessment to compare differences in these assessment methods between White and ethnic minority pupils. We find evidence that some ethnic groups are systematically “under-assessed” relative to their White peers, while some are “over-assessed”. We propose a stereotype model in which a teacher’s local experience of an ethnic group affects assessment of current pupils; this is supported by the data.

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