Cassagneau-Francis, Oliver;
Wyness, Gillian;
(2025)
The merits of teacher assessment versus external exams to measure student achievement.
IZA World of Labor
, Article 517. 10.15185/izawol.517.
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Abstract
There is little to no consensus in the academic literature over whether centralised, standardised exams are better for students than teacher assessments. While a growing body of evidence from economics highlights bias in teacher assessments, educationalists and psychologists point to the harm caused by high-stakes exam-related stress and argue that exams and teacher assessments generally agree very closely. This lack of academic consensus is reflected in policy: a wide variety of assessment methods are used across (and even within) countries. Policymakers should be aware of the potential for inequalities in non-blind assessments and consider carefully the consequences of relying on a single method of assessment.
| Type: | Article |
|---|---|
| Title: | The merits of teacher assessment versus external exams to measure student achievement |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.15185/izawol.517 |
| Publisher version: | https://doi.org/10.15185/izawol.517 |
| Language: | English |
| Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | teacher assessment, grading, external exams, students, teachers |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10212609 |
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