Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/305709 
Year of Publication: 
2024
Series/Report no.: 
IZA Discussion Papers No. 17267
Publisher: 
Institute of Labor Economics (IZA), Bonn
Abstract: 
We explore the role of self- and peer evaluations in education, with a particular emphasis on gender differences. We construct a model of (self-)deception to predict outcomes for scenarios with and without self-evaluation. By using unique data from a first-year economics class at a Sino-UK university, we examine how students assess their own and their peers' contributions to group projects under varying self-assessment conditions. Our findings reveal a significant self-serving bias across both genders, though with subtle distinctions. Women, despite greater societal recognition, exhibit smaller self-social evaluation gaps (SSEG). The variation in abstention rates between treatments is mainly attributed to lowerperforming males. These findings indicate that the possibility of self-assessment influences rating behavior, potentially exacerbating gender disparities and affecting gender equity.
Subjects: 
higher education
incentives
field experiment
peer evaluation
gender
JEL: 
D01
D91
I23
C93
Document Type: 
Working Paper

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