(Biased) Grading of Students’ Performance: Students’ Names, Performance Level, and Implicit Attitudes

Frontiers in Psychology

Meike Bonefeld¹ 

关键词: evaluation;    teacher expectation;    confirmation bias;    performance;    grades;   

DOI  :  10.3389/fpsyg.2018.00481

学科分类：心理学（综合）

来源: Frontiers

【 摘 要 】

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.

【 授权许可】

CC BY