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References for The merits of teacher assessment versus external exams to measure student achievement
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Key references
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Brookhart, S.M. "The use of teacher judgement for summative assessment in the USA." Assessment in Education: Principles, Policy & Practice 20:1 (2013): 69–90. Key reference: [1]
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Starch, D. and E. C. Elliott. "Reliability of the Grading of High-School Work in English." The School Review 20:7 (1912): 442–457. Key reference: [2]
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Brimi, H.M. "Reliability of Grading High School Work in English." Practical Assessment, Research, and Evaluation 16:1 (2011): 17. Key reference: [3]
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Terrier, C. "Boys lag behind: How teachers’ gender biases affect student achievement." Economics of Education Review 77 (2020): 101981. Key reference: [4]
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Cornwell, C., D. B. Mustard, and J. Van Parys. "Noncognitive Skills and the Gender Disparities in Test Scores and Teacher Assessments: Evidence from Primary School" Journal of Human Resources 48:1 (2013): 236–264. Key reference: [5]
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Lavy, V. "Do gender stereotypes reduce girls’ or boys’ human capital outcomes? Evidence from a natural experiment." Journal of Public Economics 92:10–11 (2008): 2083–2105. Key reference: [6]
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Lindahl, E. Comparing teachers’ assessments and national test results - evidence from Sweden. IFAU - Institute for Evaluation of Labour Market and Education Policy Working Paper 2007:24. Key reference: [7]
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Falch, T. and L. R. Naper. "Educational evaluation schemes and gender gaps in student achievement." Economics of Education Review 36 (2013): 12–25. Key reference: [8]
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Burgess, S. and E. Greaves. "Test Scores, Subjective Assessment, and Stereotyping of Ethnic Minorities." Journal of Labor Economics 31:3 (2013): 535–576. Key reference: [9]
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Hanna, R.N. and L. L. Linden. "Discrimination in Grading." American Economic Journal: Economic Policy 4:4 (2012): 146–168. Key reference: [10]
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Alesina, A., Carlana, M., La Ferrara, E., and Pinottiet, P. "Revealing Stereotypes: Evidence from Immigrants in Schools." American Economic Review 114:7 (2024): 1916–1948. Key reference: [11]
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Ferman, B. and L. F. Fontes. "Assessing knowledge or classroom behavior? Evidence of teachers’ grading bias." Journal of Public Economics 216 (2022): 104773. Key reference: [12]
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Breda, T. and Hillion, M. "Teaching accreditation exams reveal grading biases favor women in male-dominated disciplines in France." Science 353:6298 (2016): 474–478. Key reference: [13]
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Burgess, S., D. S. Hauberg, B. Schindler Rangvid, and H. H. Sievertsen. "The importance of external assessments: High school math and gender gaps in STEM degrees." Economics of Education Review 88 (2022): 102267. Key reference: [14]
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Brookhart, S.M. "The use of teacher judgement for summative assessment in the USA." Assessment in Education: Principles, Policy & Practice 20:1 (2013): 69–90.
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Additional References
- Botelho, F., R.A. Madeira, and M. A. Rangel. "Racial Discrimination in Grading: Evidence from Brazil." American Economic Journal: Applied Economics 7:4 (2015): 37–52.
- Breda, T. and Ly, S. T. "Professors in Core Science Fields Are Not Always Biased against Women: Evidence from France." American Economic Journal: Applied Economics 7:4 (2015): 53–75.
- Brookhart, S.M. et al. "A Century of Grading Research: Meaning and Value in the Most Common Educational Measure." Review of Educational Research 86:4 (2016): 803–848.
- Chetty, R., D. J. Deming, and J. N. Friedman. Diversifying Society’s Leaders? The Determinants and Causal Effects of Admission to Highly Selective Private Colleges. National Bureau of Economic Research Working Paper 31492, 2023.
- Delaney, J.M. and J. P. Devereux. Gender Differences in Teacher Judgement of Comparative Advantage. IZA DP No. 16635, 2023
- Leonhardt, D. The Misguided War on the SAT. The New York Times, 7 January. (2024)
- Murphy, R. and G. Wyness. "Minority report: the impact of predicted grades on university admissions of disadvantaged groups." Education Economics 28:4 (2020). 333–350.
- Rangvid, B.S. "Systematic differences across evaluation schemes and educational choice." Economics of Education Review 48 (2015): 41–55.
- Woessmann, L. "Central exit exams improve student outcomes." IZA World of Labor 419 (2018).
- Zwick, R. "Is the SAT a 'Wealth Test' ?" Phi Delta Kappan 84:4 (2002): 307–311.
- von der Embse, N. et al. "Test anxiety effects, predictors, and correlates: A 30-year meta-analytic review." Journal of Affective Disorders 227 (2018): 483–493.