Examining gender effects in different types of undergraduate science assessment

DC FieldValueLanguage
dc.contributor.authorKacprzyk, Joanna-
dc.contributor.authorParsons, Martin E.M.-
dc.contributor.authorMaguire, Patricia B.-
dc.contributor.authorStewart, Gavin-
dc.date.accessioned2022-01-13T13:32:50Z-
dc.date.available2022-01-13T13:32:50Z-
dc.date.copyright2019 Educational Studies Association of Irelanden_US
dc.date.issued2019-07-25-
dc.identifier.citationIrish Educational Studiesen_US
dc.identifier.issn0332-3315-
dc.identifier.urihttp://hdl.handle.net/10197/12724-
dc.description.abstractThe optimum assessment structure measures student knowledge accurately and without bias. In this study, the performance of the first-year undergraduate science students from the University College Dublin was evaluated to test the gender equality of the assessment structure in place. Results of male and female students taking three life science modules were analysed, for two academic years, with assessment structure based on a combination of three types of evaluation: continuous assessment and multiple choice questions (MCQ) exam scored with/without negative marking. We found no significant gender effect associated with performance in continuous assessment, or MCQ exams scored without negative marking. However, a significant bias against females was consistently observed for the same cohort of students in the MCQ exams with negative marking of 0.25 points. This bias was at least partially linked to a gender difference in willingness to guess and preliminary data suggest that it disappears after removal of negative marking from the MCQ exams. Our results support the view of a diverse assessment structure being fairer to the students. Moreover, caution is advised while using negative marking, and regular reviews of assessment strategy should be implemented by higher education institutions to ensure gender-bias free evaluation of students’ performance.en_US
dc.description.sponsorshipEuropean Research Councilen_US
dc.language.isoenen_US
dc.publisherTaylor & Francisen_US
dc.rightsThis is an Accepted Manuscript of an article published by Taylor & Francis in Irish Educational Studies on 25 July 2019, available online: http://www.tandfonline.com/10.1080/03323315.2019.1645721.en_US
dc.subjectGender-biasen_US
dc.subjectUndergraduate science assessmenten_US
dc.subjectNegative markingen_US
dc.subjectAchievementen_US
dc.subjectPersonalityen_US
dc.subjectPerformanceen_US
dc.subjectPreferenceen_US
dc.subjectBiologyen_US
dc.titleExamining gender effects in different types of undergraduate science assessmenten_US
dc.typeJournal Articleen_US
dc.internal.authorcontactotherjoanna.kacprzyk@ucd.ieen_US
dc.statusPeer revieweden_US
dc.identifier.volume38en_US
dc.identifier.issue4en_US
dc.identifier.startpage467en_US
dc.identifier.endpage480en_US
dc.identifier.doi10.1080/03323315.2019.1645721-
dc.neeo.contributorKacprzyk|Joanna|aut|-
dc.neeo.contributorParsons|Martin E.M.|aut|-
dc.neeo.contributorMaguire|Patricia B.|aut|-
dc.neeo.contributorStewart|Gavin|aut|-
dc.date.updated2022-01-04T12:09:24Z-
dc.identifier.grantidERC-2012-StG311000-
dc.rights.licensehttps://creativecommons.org/licenses/by-nc-nd/3.0/ie/en_US
item.fulltextWith Fulltext-
item.grantfulltextopen-
Appears in Collections:Biology & Environmental Science Research Collection
Biomolecular and Biomedical Science Research Collection
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