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ERIC Number: EJ876476
Record Type: Journal
Publication Date: 2007-Mar
Pages: 14
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0965-948X
Gender and Assessment: Differences, Similarities and Implications
Hartley, James; Betts, Lucy; Murray, Wayne
Psychology Teaching Review, v13 n1 p34-47 Mar 2007
Background: Recent changes in higher education in the UK have led to much discussion about the performance of men and women students with different methods of assessment. Aim: To see whether or not there were differences between the marks awarded to men and women final-year psychology students as a function of the modes of assessment used. Method: The scores obtained by 42 men and 42 women students were compared on four different methods of assessment used in their final year: a multiple-choice examination, an essay examination, a course-work essay and a project. Results: The students obtained significantly lower scores on the multiple-choice examination than they did on the other three assessments (where they did not differ). There were no significant differences between the performance of the men and the women on these different methods of assessment when the full sample was studied. However, when the data from mature and Foundation Year students were discounted (some 20 per cent of the sample), the women performed significantly better than the men on all four measures. Conclusions: Our students did perform differently according to the method of assessment and, to some extent, gender. Such differences suggest that it is inappropriate to pool and average the marks from different methods of assessment without first assessing whether or not there are significant differences between the marks. Furthermore, we show that different methods of standardising the results produce different distributions of students in various degree classes. (Contains 5 tables and 1 panel.)
British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom