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Media type:
E-Article
Title:
Short, Heavy and Underrated? Teacher Assessment Biases by Children's Body Size
Contributor:
Black, Nicole
[Author];
de New, Sonja C.
[Author]
imprint:
Hoboken, NJ: Wiley, 2020
Language:
English
DOI:
https://doi.org/10.1111/obes.12370
ISSN:
1468-0084
Origination:
Footnote:
Diese Datenquelle enthält auch Bestandsnachweise, die nicht zu einem Volltext führen.
Description:
We compare non-blind teacher assessments with blind national test scores in maths to examine teacher-test score disparities by children's height and weight. Relative to test scores, shorter and heavier children are rated less favourably by teachers. This teacher-test score discrepancy cannot be explained by the child's behaviours, motivation to learn or cognitive ability. Unobserved student fixed effects across subjects explain the teacher-test score discrepancy by height, but not weight. Our analysis points to biased teacher assessments as the most plausible explanation for the remaining teacher-test score gap by weight. We find harsher teacher assessments are associated with a reduction in both the child's future test performance and liking for maths 4 years later.