Image: Weihbold
Distortions in the assessments of elementary school children were systematically related to the gender of the students, the Martin Luther University of Halle announced on Tuesday.
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“In the area of language, girls’ abilities tend to be overestimated and boys’ abilities underestimated; in mathematics it’s exactly the opposite,” said Melanie Olczyk from the Institute of Sociology. Teachers’ distorted judgments also had a long-term impact on gender performance differences.
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For the study published in the journal “Social Science Research”, the international research group evaluated three longitudinal studies from Germany, England and the USA. A total of around 17,000 students were followed throughout their primary school years, their performance was regularly tested and parents and teachers were interviewed.
Judgments are sometimes distorted
The team found that the teachers’ assessments cannot be completely traced back to the measured performance of the children – the judgments are sometimes distorted. For the authors of the study, these distortions are related to the gender of the students.
The research group also observed differences between the countries studied. The distortion in the area of mathematics is greatest in Germany, but in the area of language it is in England. In the USA the differences were much smaller.
It has also been shown that boys’ lead in mathematics and girls’ lead in language skills increased throughout primary school, according to the scientists. According to the study, the observed differences between can be partly attributed to the distorted judgments of teachers.
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Source: Nachrichten
