(Biased) Grading of Students' performance: Students' names, performance level, and implicit attitudes

86Citations
Citations of this article
156Readers
Mendeley users who have this article in their library.

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.

Cite

CITATION STYLE

APA

Bonefeld, M., & Dickhäuser, O. (2018). (Biased) Grading of Students’ performance: Students’ names, performance level, and implicit attitudes. Frontiers in Psychology, 9(MAY). https://doi.org/10.3389/fpsyg.2018.00481

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free