Assessing knowledge or classroom behavior? Evidence of teachers? grading bias

Autor(es)

Ferman, Bruno ; Fontes, Luiz Felipe

• Tipo de documento: Artigo Científico
• Fonte: JOURNAL OF PUBLIC ECONOMICS; v. 216, p. 14-pg., 2022-11-04.

Resumo

This paper tests whether teachers unequally evaluate students based on their classroom behavior, rather than their scholastic competence. Evidence is drawn from a unique dataset on students from Brazil, which allows us to contrast teacher-and blindly-assigned scores on achievement tests that are high -stakes and cover the same material. We find that teachers inflate test scores of better-behaved students, and deduct points from worse-behaved ones. We also find that teachers' decision to promote students is influenced by how they behave in class. Our results (i) document a potentially inefficient way of assessing students' knowledge, (ii) explain a large part of grading discrimination against boys, and (iii) reveal a cau-sal effect of noncognitive skills on educational outcomes that is unrelated to student proficiency.(c) 2022 Elsevier B.V. All rights reserved. (AU)

• Processo FAPESP: 19/25473-5 - Ensaios em microeconomia aplicada
• Beneficiário: Luiz Felipe Fontes
• Modalidade de apoio: Bolsas no Brasil - Doutorado