The function of selection of assessment leads evaluators to artificially create the social class achievement gap.

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Etat: Public
Version: Final published version
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ID Serval
serval:BIB_D0CFA8F59F6A
Type
Article: article d'un périodique ou d'un magazine.
Collection
Publications
Institution
Titre
The function of selection of assessment leads evaluators to artificially create the social class achievement gap.
Périodique
Journal of Educational Psychology
Auteur(s)
Autin Frédérique, Batruch Anatolia, Butera Fabrizio
ISSN
1939-2176
0022-0663
Statut éditorial
Publié
Date de publication
05/2019
Peer-reviewed
Oui
Volume
111
Numéro
4
Pages
717-735
Langue
anglais
Résumé
To understand the persistent social class achievement gap, researchers have investigated how educational settings affect lower vs. higher socio-economic status (SES) students’ performance. We move beyond the question of actual performance to study its assessment by evaluators. We hypothesized that even in the absence of performance differences, assessment’s function of selection (i.e., compare, rank and track students) leads evaluators to create a SES achievement gap. In two experiments (N = 196; N = 259), participants had to assess a test supposedly produced by a high- or a low-SES student, and used assessment for selection (i.e. normative grading) or learning (i.e. formative comments). Results showed that evaluators using assessment for selection found more mistakes if the test was attributed to a low- rather than a high-SES student, a difference reduced in the assessment for learning condition. The third and fourth experiments (N = 374; N = 306) directly manipulated the function of assessment to investigate whether the production of the social class achievement gap was facilitated by the function of selection to a greater extent than the educational function. Results of Experiment 3 supported this hypothesis. The effect did not reach significance for Experiment 4, but an internal meta-analysis confirmed that assessment used for selection led evaluators to create a SES achievement gap more than assessment used for learning, thereby contributing to the reproduction of social inequalities.
Mots-clé
Education, Developmental and Educational Psychology
Web of science
Financement(s)
Fonds national suisse / CRSII1_141872
Création de la notice
27/08/2018 15:50
Dernière modification de la notice
10/03/2020 14:33
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