Learning and Individual Differences ( IF 3.897 ) Pub Date : 2020-10-08 , DOI: 10.1016/j.lindif.2020.101935 Ava Guez , Hugo Peyre , Franck Ramus
Studies on sex differences in academic skills have often reported diverging results depending on the type of evaluation used, with girls typically obtaining better school grades and results at national examinations, and boys scoring higher at standardized tests. In this paper, we provide a framework for better understanding and interpreting these differences, integrating previously established factors that affect variations in the gender gap across evaluation types: writing skills, stakes, self-discipline and grading bias. We apply this framework to a dataset containing the results of 23,451 French students in three evaluations characterized by different combinations of these factors: teacher evaluations, national examinations, and standardized tests. We find that, overall, girls show lower performance than boys in mathematics and higher in French. However, this main effect is modulated by evaluation type: relative to boys, girls over-perform in teacher evaluations and under-perform in standardized achievement tests, compared to national examinations. These effects are larger in mathematics than in French. These results offer new insights regarding the extent to which writing skills, stakes, self-discipline and grading bias may influence the observed gap.
中文翻译:
学业成绩的性别差异由评估类型来调节
关于学术技能上的性别差异的研究通常报告说,结果取决于所使用的评估类型,女孩通常在国家考试中获得较好的学校成绩和成绩,而男孩在标准化考试中得分更高。在本文中,我们提供了一个框架,用于更好地理解和解释这些差异,整合了先前建立的影响各种评估类型性别差距变化的因素:写作技巧,风险,自律和等级偏见。我们将此框架应用于包含23,451名法国学生的三项评估结果的数据集,这些评估的特征是这些因素的不同组合:教师评估,国家考试和标准化考试。我们发现,总体而言,女生的数学成绩低于男生,法语成绩更高。但是,这种主要效果受评估类型的调节:相对于男孩,女孩在教师评估中的表现优于国家,而在标准成绩测试中的表现则低于国家考试。这些影响在数学上比法语更大。这些结果提供了关于写作技巧,风险,自律和等级偏见可能影响所观察到的差距的程度的新见解。