The influence of student gender on the assessment of undergraduate student work
The influence of student gender on the assessment of undergraduate student work
复制标题
学生性别对本科生作业评估的影响
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Joanne Batey
中科院分区：
文献类型：
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作者：
Philip Birch;J. Batten;Joanne Batey
本研究旨在探讨学生性别知觉对学生作业回馈的影响。参与者（n = 12）在高等教育讲师，并要求标记两个本科生的论文。所有参与者标记的第一篇学生文章是控制文章。参与者被告知，控制文章是由塞缪尔·琼斯（一名男学生）写的。然后，参与者对目标文章进行评分。虽然参与者标记了相同的文章，但一半的参与者（n = 6）被告知学生文章是由娜塔莎·布朗（一名女学生）写的，而其余的参与者被告知它是由詹姆斯·史密斯（一名男学生）写的。对文本内和文本结束反馈进行了六个方面的定性分析：学术写作风格;关键性;结构、流畅性和连贯性;使用的来源;对主题的理解/知识;和其他。对控制和目标文章的反馈分析显示，两组之间的评论数量（文章的优点，需要改进的地方）以及这些评论的内容和呈现方式没有明显差异。匿名标记反馈过程的潜在影响有关的教学影响进行了讨论。
The aim of this study was to investigate the influence of perceived student gender on the feedback given to undergraduate student work. Participants (n = 12) were lecturers in higher education and were required to mark two undergraduate student essays. The first student essay that all participants marked was the control essay. Participants were informed that the control essay was written by Samuel Jones (a male student). Participants then marked the target essay. Although participants marked the same essay, half of the participants (n = 6) were informed that the student essay was written by Natasha Brown (a female student), while the remaining participants were informed that it was written by James Smith (a male student). In-text and end-of-text feedback were qualitatively analysed on six dimensions: academic style of writing; criticality; structure, fluency and cohesion; sources used; understanding/knowledge of the subject; and other. Analysis of feedback for both the control and target essay revealed no discernible differences in the number of comments (strengths of the essay, areas for improvement) made and the content and presentation of these comments between the two groups. Pedagogical implications pertaining to the potential impact of anonymous marking on feedback processes are discussed.
影响因子：
5.4
作者：
Kahneman, D;Tversky, A
通讯作者：
Tversky, A