Educational evaluation schemes and gender gaps in student achievement.

Highlights: [•] We investigate whether observed gender gaps in achievement are related to evaluation schemes. [•] We find that teacher grading compared to central exit exams favors girls. [•] This result cannot be explained by the competitiveness of the testing environment. [•] The gender grading gap is related to teacher characteristics. [•] Teacher–student interaction during coursework seems to favor girls in the teacher grading. [ABSTRACT FROM AUTHOR]