Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/230213 
Erscheinungsjahr: 
2020
Quellenangabe: 
[Journal:] Oxford Bulletin of Economics and Statistics [ISSN:] 1468-0084 [Volume:] 82 [Issue:] 5 [Publisher:] Wiley [Place:] Hoboken, NJ [Year:] 2020 [Pages:] 961-987
Verlag: 
Wiley, Hoboken, NJ
Zusammenfassung: 
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.
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