Title |
(Biased) Grading of Students’ Performance: Students’ Names, Performance Level, and Implicit Attitudes
|
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Published in |
Frontiers in Psychology, May 2018
|
DOI | 10.3389/fpsyg.2018.00481 |
Pubmed ID | |
Authors |
Meike Bonefeld, Oliver Dickhäuser |
Abstract |
Biases in pre-service teachers' evaluations of students' performance may arise due to stereotypes (e.g., the assumption that students with a migrant background have lower potential). This study examines the effects of a migrant background, performance level, and implicit attitudes toward individuals with a migrant background on performance assessment (assigned grades and number of errors counted in a dictation). Pre-service teachers (N = 203) graded the performance of a student who appeared to have a migrant background statistically significantly worse than that of a student without a migrant background. The differences were more pronounced when the performance level was low and when the pre-service teachers held relatively positive implicit attitudes toward individuals with a migrant background. Interestingly, only performance level had an effect on the number of counted errors. Our results support the assumption that pre-service teachers exhibit bias when grading students with a migrant background in a third-grade level dictation assignment. |
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United States | 3 | 5% |
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Japan | 2 | 3% |
Belgium | 2 | 3% |
Lithuania | 1 | 2% |
Netherlands | 1 | 2% |
Other | 5 | 8% |
Unknown | 32 | 48% |
Demographic breakdown
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Scientists | 13 | 20% |
Science communicators (journalists, bloggers, editors) | 3 | 5% |
Practitioners (doctors, other healthcare professionals) | 1 | 2% |
Mendeley readers
Geographical breakdown
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Unknown | 133 | 100% |
Demographic breakdown
Readers by professional status | Count | As % |
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Researcher | 13 | 10% |
Student > Ph. D. Student | 12 | 9% |
Student > Bachelor | 11 | 8% |
Student > Doctoral Student | 5 | 4% |
Other | 18 | 14% |
Unknown | 60 | 45% |
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Social Sciences | 21 | 16% |
Linguistics | 3 | 2% |
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Other | 16 | 12% |
Unknown | 65 | 49% |