Prejudicial Evaluation

2017 ◽  
pp. 782-810
Author(s):  
Richard Tucker
Keyword(s):  
Gender Differences ◽  
International Students ◽  
Gender Bias ◽  
Quantitative Data ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Individual Contribution ◽  
Rater Bias ◽  
Individual Contributions ◽  
And Gender

This chapter considers a simple but important question: can students fairly assess each other's individual contribution to team designs? The chapter focuses on a key problem when using online self-and-peer assessment to individualising design grades for team assignments, namely rater bias – the possibility of students being biased when assessing their own and their peers' contributions. Three rater-bias issues are considered in depth: (1) self-overmarking; (2) gender bias and gender differences; and (3) out-group bias in the peer assessment of international students in multicultural cohorts. Each issue is explored via the analysis of eight years of quantitative data from the use of an online self-and-peer assessment tool. Evidence is found of self-overmarking and of out-group bias in nonhomogeneous cohorts. However, no evidence is found of gender bias. The chapter concludes with recommendations for design teachers around the assessment of individual contributions to teamwork using self-and-peer assessment.

Prejudicial Evaluation

2017 ◽  
pp. 76-104
Author(s):  
Richard Tucker
Keyword(s):  
Gender Differences ◽  
International Students ◽  
Gender Bias ◽  
Quantitative Data ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Individual Contribution ◽  
Rater Bias ◽  
Individual Contributions ◽  
And Gender

This chapter considers a simple but important question: can students fairly assess each other's individual contribution to team designs? The chapter focuses on a key problem when using online self-and-peer assessment to individualising design grades for team assignments, namely rater bias – the possibility of students being biased when assessing their own and their peers' contributions. Three rater-bias issues are considered in depth: (1) self-overmarking; (2) gender bias and gender differences; and (3) out-group bias in the peer assessment of international students in multicultural cohorts. Each issue is explored via the analysis of eight years of quantitative data from the use of an online self-and-peer assessment tool. Evidence is found of self-overmarking and of out-group bias in nonhomogeneous cohorts. However, no evidence is found of gender bias. The chapter concludes with recommendations for design teachers around the assessment of individual contributions to teamwork using self-and-peer assessment.

scholarly journals Co-authorships and gender bias in academia

2020 ◽  
Author(s):  
Klarita Gërxhani ◽  
Nevena Kulic ◽  
Fabienne Liechti
Keyword(s):  
Gender Bias ◽  
Collaborative Work ◽  
Academic Disciplines ◽  
Full Time ◽  
University Professors ◽  
Status Characteristics Theory ◽  
Status Characteristics ◽  
Individual Contributions ◽  
Nationally Representative ◽  
And Gender

This article examines gender bias in the Italian academia, and whether this bias depends on one’s collaborative work and its related conventions across academic disciplines. We carry out the research by relying on status characteristics theory, which is tested via a factorial survey experiment of 2,098 associate and full-time professors employed in Italian public universities in 2019. This is one of the few experiments of the hiring process in academia conducted on a nationally representative population of university professors. Our article focuses specifically on three academic disciplines: humanities, economics, and social sciences. The results indicate that female academics in Italy are penalized for co-authoring. They receive less favorable evaluations of their competence, but only when the evaluator is a male. This gender bias is most pronounced in economics, a discipline where conventions of co-authorship allow for more uncertainty on individual contributions to a joint publication. Overall, the results partially confirm our postulates based on status characteristics theory.

scholarly journals Member Perceptions as a Parsimonious Representation of Collaboration Viability

2018 ◽  
Author(s):  
Benjamin Heslop ◽  
Kylie Bailey ◽  
Jonathan Paul ◽  
Liz Stojanovski
Keyword(s):  
Engineering Students ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Empirical Support ◽  
Assessment Instrument ◽  
First Year ◽  
Rater Bias ◽  
Assessment Data ◽  
Student Responses ◽  
Systems Perspective

The PILAR model provides a dynamical systems perspective on collaboration. Two studies are performed using peer assessment data, both testing empirical support for the five Pillars (prospects, involved, liked, agency, respect) that constitute member’s perceptions of collaboration viability. The first study analyses peer-assessment data collected online from 458 first-year engineering students (404 males; 54 females). A nine-item instrument was inherited from past year’s usage in the course, expanded with four additional items to elaborate upon the agency and liked Pillars. Exploratory factor analysis was conducted on student responses to test whether they thematically aligned to constructs consistent with the five Pillars. As anticipated, twelve of the thirteen items grouped into five components, each aligned with a Pillar, providing empirical evidence that the five Pillars represent perceptions of collaboration. The second study replicated the first study using a retrospective analysis of 87 items included in the Comprehensive Assessment of Team Member Effectiveness (CATME) peer-assessment tool. The associated factor analyses resulted in five components and conceptual alignment of these components with Pillars was evident for three of five CATME components. We recommend a peer-assessment instrument based upon PILAR as potentially more parsimonious and reliable than an extensive list of behaviours, such as employed by CATME. We also recommend including items that target inter-rater bias, which is aligned with the liked Pillar, that instruments such as CATME exclude.

scholarly journals Peer and Self-assessment of Professionalism in Undergraduate Medical Students at the University of Calgary

2011 ◽  
Vol 2 (2) ◽  
pp. e65-e72 ◽  
Author(s):  
Pauline Alakija ◽  
Jocelyn Lockyer
Keyword(s):  
Factor Analysis ◽  
Assessment Tool ◽  
Peer Assessment ◽  
Reliability And Validity ◽  
Evidence Base ◽  
Undergraduate Medical Students ◽  
Self Assessment ◽  
Feedback Questionnaire ◽  
Discrepancy Analysis ◽  
And Gender

Background: Peer and self assessment processes are integral to the development of professional behaviours. The purpose of this study was to assess the Rochester Peer Assessment Tool (RPAT) among a group of volunteer first year students.Methods: We assessed feasibility through participation rates. The evidence for the validity of instrument scores was ascertained through an exploratory factor analysis, MANOVA to determine age and gender differences, and a discrepancy analysis between the self and peer data. Reliability analyses included the Cronbach's alpha analysis and G- and D-studies. Students completed a feedback questionnaire to provide data about acceptability.Results: Self and peer data were collected for 46 and 44 students, respectively. Each student had a mean of 7.2 peer assessments (out of a possible 8).  The factor analysis identified two factors, interpersonal skills and work study habits. The discrepancy analysis showed students in the lowest/highest quartiles, as assessed by peers, had higher/lower self means than peer means. The G-coefficient was Ep2 = 0.77. Student feedback was positive.Conclusions: RPAT was feasible in our setting, was acceptable to the students, and has been adopted as a mandatory part of our program for first and second year students. The study added to the evidence base for the reliability and validity of the RPAT instrument scores as a method of assessing professional behaviours.

scholarly journals GENDER DALAM TAFSIR JAWA (STUDI ATAS TAFSIR AL-HUDĀ KARYA BAKRI SYAHID)

QOF ◽  
2018 ◽  
Vol 2 (1) ◽  
pp. 76-93
Author(s):  
Suci Wulandari
Keyword(s):  
Gender Differences ◽  
Gender Equality ◽  
Gender Bias ◽  
Gender Issues ◽  
Gender Construction ◽  
Social Culture ◽  
Double Burden ◽  
The Creation ◽  
And Gender

This article examined the interpretation of several verses in Tafsir al-Huda by Bakri Syahid, major in relation to gender issues. There are several themes studied, such as: the rewards of deeds of charity, the origin of the creation of man, polygamy, inheritance formula 1: 2, and leadership in the household. In this study, the author tried to understand the interpretation of Bakri with the interpretive-hermeneutical approach. This approach aims to describe and analyze the interpretation of the figures against the verses of the Qur'ān discussed in the theme of gender construction. The Qur'an interpretation that has been done by ulama can not be separated from the conditions of social culture surround them. It's called prior text. Tafsir al-Hudā, the interpretation of Bakri's work is one of them. His interpretation is influenced by Javanese culture, beside his military and his work as academics. It seems when he interpreted verses about woman in the Qur'an, Bakri accommodated the culture for woman and man in Java. In addition, the writer analyzed the existence of gender bias or not in their interpretation by using gender equality theory Mansour Fakih. This theory suggests that gender racism and gender differences manifest in five ways: a) subordination, b) marginalization, c) stereotypes, d) violence, and e) double burden. In the first three interpretations (the rewards of deeds of deeds, the origins of human creation, and polygamy), Bakri seems to carry equality. While two other things (in terms of inheritance formula 1: 2 and household leadership), the interpretation appears to contain subordination and marginalization of women.

scholarly journals AFTER PARITY. A MIXED METHODS STUDY ON GENDER BIAS IN THE VOLUME OF MEDIA COVERAGE OF ELECTORAL CAMPAIGNS

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Frida V. Rodelo
Keyword(s):  
Gender Differences ◽  
Gender Bias ◽  
Media Coverage ◽  
Legal Framework ◽  
Interesting Case ◽  
Local Elections ◽  
Structured Interviews ◽  
Parity Principle ◽  
Female Candidates ◽  
And Gender

The absence of gender bias in the media coverage of political campaigns is one of the elements of the much sought after political participation of women. In this respect, Mexico is an interesting case as its legal framework has transitioned in a few years to include a mandated parity principle. In this study, we examine the relationship between the volume of coverage and gender to determine if there were gender differences in the radio coverage of local elections in Mexico (2012-2015). Findings show lower average shares of coverage for women after the increase in female candidates mandated by the parity principle. Semi-structured interviews conducted with journalists and former candidates suggest that the gender bias may reflect adverse attitudes towards female newcomers benefitted by the parity law, and gender differences in campaign resources, candidate placement criteria, and candidates’ political experience.

Cross-cultural differences in temperament in the first year of life: United States of America (US) and Russia

2003 ◽  
Vol 27 (4) ◽  
pp. 316-328 ◽  
Author(s):  
Maria A. Gartstein ◽  
Helena R. Slobodskaya ◽  
Irina A. Kinsht
Keyword(s):  
Gender Differences ◽  
Cultural Differences ◽  
Assessment Tool ◽  
Parent Report ◽  
Cross Cultural ◽  
Activity Level ◽  
Perceptual Sensitivity ◽  
Low Intensity ◽  
Cross Cultural Differences ◽  
And Gender

Cross-cultural differences in temperament were evaluated for Russian ( N = 90) and US ( N = 90) samples of infants. Significant differences in levels of temperament characteristics, and the structure of temperament, were anticipated. Age and gender differences evaluated for the Russian sample were expected to be consistent with those reported for US infants. The Infant Behavior Questionnaire-Revised, a recently developed parent-report assessment tool, was utilised with both samples. Differences between these cultures were evaluated for 14 dimensions of temperament: activity level, smiling/laughter, fear, distress to limitations, duration of orienting, soothability, vocal reactivity, high and low intensity pleasure, falling reactivity, affiliation/cuddliness, perceptual sensitivity, sadness, and approach. Significant differences between Russian and US infants emerged for six of the IBQ-R scales. Parents of infants in the US reported higher levels of smiling/laughter, high and low intensity pleasure, perceptual sensitivity, and vocal reactivity, whereas Russian infants’ scores were higher for distress to limitations. Correlation matrix comparison procedure and exploratory factor analysis indicated differences in the structure of temperament for the two cultural groups. Age differences observed for the Russian infants were generally consistent with those reported for a US sample; gender differences did not emerge in this study.

scholarly journals How Knowledge About Physical Activity Is Impacted By School Institution, Grade Level, and Gender Throughout High School Years in France?

2021 ◽  
pp. 1-9
Author(s):  
Joseph Gandrieau ◽  
Christophe Schnitzler ◽  
Thibaut Derigny ◽  
Clément Lléna ◽  
Alexandre Mouton ◽  
...  
Keyword(s):  
Physical Activity ◽  
High School ◽  
Gender Differences ◽  
Grade Level ◽  
Assessment Tool ◽  
Vocational Schools ◽  
Traditional Schools ◽  
Different Dimensions ◽  
And Gender ◽  
Type Of School

Purpose: Despite its relevance for the training of a well-rounded physically literate individual, the development of knowledge about physical activity (KPA) is understudied. We examined how KPA is differentiated and evolves according to grade level, gender, and type of school attended by an adolescent. Method: A reliable KPA assessment tool was developed. A three-way analysis of variance was used to analyze z scores on the effects of gender, grade level, and type of school on five different dimensions of knowledge. Results: The reliability was validated. Statistically significant interactions were revealed between grade and school institution on KPA z scores. Main results showed that vocational schools displayed significantly lower levels, compared to traditional ones. The only increase in knowledge according to grade was noticeable only in traditional schools. Results revealed no significant gender differences. Discussion: The French physical education system does not seem to provide an adequate level of KPA, especially in vocational schools.

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