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

By: Contributor(s): Material type: TextTextSeries: Journal of labor economics ; Volume 31, Number 3Chicago: Chicago University, 2013Content type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISSN:
  • 0734306X
Subject(s): LOC classification:
  • HD5706 JOU
Online resources: 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 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

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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