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

48 Pages Posted: 18 Feb 2021

Date Written: February 5, 2021

Abstract

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.

Keywords: Teacher Bias; Gender; Immigration; Achievement Inequality; Education

JEL Classification: I21, I24, J15, J16

Suggested Citation

Martinez de Lafuente, David and Gortazar, Lucas and Vega Bayo, Ainhoa, Comparing Teacher and External Assessments: Are Boys, Immigrants, and Poorer Students Undergraded? (February 5, 2021). Available at SSRN: https://ssrn.com/abstract=3779872 or http://dx.doi.org/10.2139/ssrn.3779872

David Martinez de Lafuente (Contact Author)

ISEAK ( email )

Don Diego López Haroko Kale Nagusia, 56
Bilbao, Bizkaia 48009
Spain

Lucas Gortazar

World Bank

1818 H Street, NW
Washington, DC 20433
United States

Ainhoa Vega Bayo

affiliation not provided to SSRN

Do you have a job opening that you would like to promote on SSRN?

Paper statistics

Downloads
53
Abstract Views
343
rank
505,642
PlumX Metrics