Teachers' Assessments Not Always Conducive to Fair Education

Teachers’ assessments of pupils’ literacy can vary significantly, even for pupils with similar test scores.

This may interfere with children’s right to fair and gender-equal education, according to a new doctoral thesis from the University of Gothenburg, Sweden.

Assessment of students’ knowledge and skills is one of the most important tasks of the school system. However, some factors may affect the validity of the teachers’ assessments.

Teachers who had had the same pupils for more than one year showed a higher correspondence between their assessments and the pupils’ test results.

The same was true for teachers with higher levels of formal competence, meaning more education and experience.

Kirtland Peterson

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