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The Function of Selection of Assessment Leads Evaluators to Artificially Create the Social Class Achievement Gap

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Title: The Function of Selection of Assessment Leads Evaluators to Artificially Create the Social Class Achievement Gap
Language: English
Authors: Autin, Frédérique, Batruch, Anatolia, Butera, Fabrizio
Source: Journal of Educational Psychology. May 2019 111(4):717-735.
Availability: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Peer Reviewed: Y
Page Count: 19
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Descriptors: Social Class, Achievement Gap, Social Differences, Socioeconomic Status, Academic Achievement, Student Evaluation, Evaluators, Admission Criteria, Grading, Formative Evaluation
DOI: 10.1037/edu0000307
ISSN: 0022-0663
Abstract: To understand the persistent social class achievement gap, researchers have investigated how educational settings affect lower versus higher socioeconomic status (SES) students' performance. We move beyond the question of actual performance to study its assessment by evaluators. We hypothesized that even in the absence of performance differences, assessment's function of selection (i.e., compare, rank, and track students) leads evaluators to create a SES achievement gap. In 2 experiments (N = 196; N = 259), participants had to assess a test supposedly produced by a high- or a low-SES student, and used assessment for selection (i.e., normative grading) or learning (i.e., formative comments). Results showed that evaluators using assessment for selection found more mistakes if the test was attributed to a low-rather than a high-SES student, a difference reduced in the assessment for learning condition. The third and fourth experiments (N = 374; N = 306) directly manipulated the function of assessment to investigate whether the production of the social class achievement gap was facilitated by the function of selection to a greater extent than the educational function. Results of Experiment 3 supported this hypothesis. The effect did not reach significance for Experiment 4, but an internal meta-analysis confirmed that assessment used for selection led evaluators to create a SES achievement gap more than assessment used for learning, thereby contributing to the reproduction of social inequalities.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1213688
Database: ERIC
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  Data: The Function of Selection of Assessment Leads Evaluators to Artificially Create the Social Class Achievement Gap
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  Data: <searchLink fieldCode="AR" term="%22Autin%2C+Frédérique%22">Autin, Frédérique</searchLink><br /><searchLink fieldCode="AR" term="%22Batruch%2C+Anatolia%22">Batruch, Anatolia</searchLink><br /><searchLink fieldCode="AR" term="%22Butera%2C+Fabrizio%22">Butera, Fabrizio</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Psychology%22"><i>Journal of Educational Psychology</i></searchLink>. May 2019 111(4):717-735.
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  Data: American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
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  Data: <searchLink fieldCode="DE" term="%22Social+Class%22">Social Class</searchLink><br /><searchLink fieldCode="DE" term="%22Achievement+Gap%22">Achievement Gap</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Differences%22">Social Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Socioeconomic+Status%22">Socioeconomic Status</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluators%22">Evaluators</searchLink><br /><searchLink fieldCode="DE" term="%22Admission+Criteria%22">Admission Criteria</searchLink><br /><searchLink fieldCode="DE" term="%22Grading%22">Grading</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink>
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  Data: To understand the persistent social class achievement gap, researchers have investigated how educational settings affect lower versus higher socioeconomic status (SES) students' performance. We move beyond the question of actual performance to study its assessment by evaluators. We hypothesized that even in the absence of performance differences, assessment's function of selection (i.e., compare, rank, and track students) leads evaluators to create a SES achievement gap. In 2 experiments (N = 196; N = 259), participants had to assess a test supposedly produced by a high- or a low-SES student, and used assessment for selection (i.e., normative grading) or learning (i.e., formative comments). Results showed that evaluators using assessment for selection found more mistakes if the test was attributed to a low-rather than a high-SES student, a difference reduced in the assessment for learning condition. The third and fourth experiments (N = 374; N = 306) directly manipulated the function of assessment to investigate whether the production of the social class achievement gap was facilitated by the function of selection to a greater extent than the educational function. Results of Experiment 3 supported this hypothesis. The effect did not reach significance for Experiment 4, but an internal meta-analysis confirmed that assessment used for selection led evaluators to create a SES achievement gap more than assessment used for learning, thereby contributing to the reproduction of social inequalities.
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        PageCount: 19
        StartPage: 717
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      – SubjectFull: Social Class
        Type: general
      – SubjectFull: Achievement Gap
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      – SubjectFull: Social Differences
        Type: general
      – SubjectFull: Socioeconomic Status
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Student Evaluation
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      – SubjectFull: Evaluators
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      – SubjectFull: Admission Criteria
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      – SubjectFull: Grading
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      – SubjectFull: Formative Evaluation
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      – TitleFull: The Function of Selection of Assessment Leads Evaluators to Artificially Create the Social Class Achievement Gap
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            NameFull: Butera, Fabrizio
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