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In three experiments (Ns = 327/137/210), we investigated whether test grades and elaborated feedback in a stereotypically male (Math) and a stereotypically female subject (German) are biased by the student’s gender. For this purpose, pre-service teachers graded and provided written feedback on tests which were allegedly from boys or girls. In addition, participants’ belief in stereotypes was measured in Study 1 and 2 and manipulated in Study 3 to test its moderating role. A meta-analysis across the three studies confirmed the following pattern: a small to moderate stereotype-contrasting grading bias, if the evaluators endorsed stereotypes, but no bias if they did not. Tests from the gender that, according to the stereotype, is weaker in the domain, were graded better. Study 1 and 3 further showed that the supposedly weaker gender received more elaborated feedback. The results are discussed in terms of shifting standards and previous findings in gender bias in school.

CEPS Journal 7 (2017) 1, S. 131-148, The starting points of primary school pupils in a foreign country differ significantly from those of native pupils. In Slovenia, the knowledge of pupils who are foreign citizens (foreign pupils) may be assessed with different accommodations for no more than two years. The presented research conducted on a representative sample of 697 Slovenian primary school teachers addresses their perspectives, using a questionnaire, on assessment accommodations for foreign pupils. The following research questions are answered: 1) What are teachers’ perceptions of assessment accommodations for foreign pupils; are there differences between teachers who had recently taught foreign pupils and those who had not? 2) Do generalist teachers have different perceptions than subject teachers do? 3) What kind of assessment accommodations do teachers practice for these pupils after the expiration of the two-year period; do generalist and subject teachers act differently? 4) Do teachers perceive assessment accommodations as being just? We demonstrate that teachers who have recent experience of teaching foreign pupils are more aware of the need for assessment accommodations than those who do not. The majority of the teachers accommodate assessment and grading even after the two-year period, especially generalist teachers. Additionally, some of them have lower expectations with regard to achieving knowledge standards for these pupils. While the majority of the teachers perceive accommodated assessment as being just, they are unsure of whether the period of allowed adjustments should be longer. This raises the questions about teachers’ understanding of educational justice and the application of the principle of justice in practice. (DIPF/Orig.)

Aim: The aim of this study is to analyze the grades given for the oral/practical part of the German State Examination at the Medical Faculty of Freiburg. We examined whether or not the grades given for the written and the oral/practical examinations correlated and if differences in grading between the Freiburg University Medical Center (UMC) and the other teaching hospitals could be found. In order to improve the quality of the state examination, the medical school has been offering standardized training for examiners for several years. We evaluated whether or not trained and untrained examiners differed in their grading of the exam and how these differences have changed over time. Methods: The results of the 2012 spring and fall exams were analyzed (N=315). The relevant data set was made available to us by the Baden-Württemberg Examination Office (Landesprüfungsamt). The data were analyzed by means of descriptive and inferential statistics. Results: We observed a correlation of ρ=0.460** between the grades for the written and the oral/practical exams. The UMC and the teaching hospitals did not differ significantly in their grade distributions. Compared to untrained examiners, trained ones assigned the grade of “very good” less often. Furthermore, they displayed a significantly higher variance in the grades given (p=0.007, phi=0.165). This effect is stronger when concentrating specifically on those examiners who took part in the training less than a year before. Conclusion: The results of this study suggest that the standardized training for examiners at the Medical Faculty of Freiburg is effective for quality assurance. As a consequence, more examiners should be motivated to take part in the training., Zielsetzung: Von der Medizinischen Fakultät Freiburg werden verschiedene Maßnahmen zur Qualitätssicherung des mündlich-praktischen Teils des Zweiten Abschnitts der Ärztlichen Prüfung (M2) betrieben. Insbesondere werden die Prüfenden in einem Baden-Württemberg-weit standardisierten M2-Prüferworkshop fortgebildet. Ziel der vorliegenden Studie war es die Notenvergabe zu analysieren. Es wurde geprüft, welcher Zusammenhang zwischen der schriftlichen und der mündlich-praktischen Notenvergabe besteht und ob sich ein Unterschied in der Notenvergabe zwischen Universitätsklinikum (UKL) und den Akademischen Lehrkrankenhäusern (ALKs) findet. Darüber hinaus wurde untersucht, ob sich die Notenvergabe von fortgebildeten und nicht fortgebildeten Prüfenden unterscheidet und inwieweit diese Unterschiede sich im zeitlichen Abstand zum Workshop verändern. Methodik: Die analysierte Stichprobe (N=315) umfasst die Frühjahrs- und Herbstprüfungskohorte 2012. Der Datensatz wurde vom Landesprüfungsamt zur Verfügung gestellt und mittels deskriptiver und Inferenzstatistik ausgewertet. Ergebnisse: Zwischen der schriftlichen und mündlich-praktischen M2-Prüfungsnote konnte ein Zusammenhang von ρ=0,460** ermittelt werden. Es konnte kein signifikanter Unterschied in der Verteilung der Noten zwischen UKL und den ALKs festgestellt werden. Die Daten zu den Variablen fortgebildete versus nicht fortgebildete Prüfende zeigen, dass Prüfende mit Absolvierung eines Prüferworkshops seltener die Note „sehr gut“ sowie ein breiteres Notenspektrum vergeben. In der Verteilung der Noten zeigt sich ein signifikanter Unterschied (p=0,007, phi=0,165). Dieses Ergebnis wird deutlicher bei Betrachtung von Prüfenden, deren Workshopteilnahme nicht länger als ein Jahr zurücklag. Schlussfolgerungen: Die Ergebnisse der Analyse weisen darauf hin, dass der Prüferworkshop an der Medizinischen Fakultät Freiburg eine wirksame Qualitätssicherungsmaßnahme ist. Die Ergebnisse lassen den Schluss zu, die Prüfenden zur Absolvierung eines Prüferworkshops zu motivieren., GMS Zeitschrift für Medizinische Ausbildung; 32(4):Doc39

Die Arbeit beschäftigt sich mit dem Thema der Bewertung der sogenannten "Sonstigen Leistungen" in der Schule. Obwohl diese Bewertung im Schulrecht verankert ist, existieren zu diesem Gebiet bisher weder systematische Theorien noch wissenschaftlich fundierte Methoden. Im ersten Teil der Arbeit werden eine Reihe von Gütekriterien für solche Methoden erstellt, die sich grob in die Kategorien der schulgesetzlichen Vorgaben, der Motivationsfaktoren, wobei sowohl Schülermotivation als auch Lehrermotivation berücksichtigt werden, und der Vorgaben zur wissenschaftlichen Beobachtung und Erfassung aufteilen. Der zweite Teil behandelt eine empirische Studie, die unter Lehrern durchgeführt wurde und die Umsetzbarkeit dieser Gütekriterien überprüft., The thesis deals with the topic of the assessment of in-class participation in German schools. The term "in-class participation" here designates all student assessment that is carried out as part of the teaching itself, as opposed to exams that are taken after a series of lessons is completed. While the assessment of in-class participation is mandatory in wide parts of Germany, so far there are no systematic theories or scientifically developed methods of carrying out the assessment. The first part of the thesis develops quality criteria for such methods, distinguishing as three categories of criteria specifications educational legislature, student and teacher motivation and scientific requirements of the assessment process. The second section deals with a study that was conducted as part of the thesis and that tests the feasibility of the criteria compiled in the first section.