Author: Tammy Campbell, University College London Institute of Education
Published by: Journal of Social Policy, July 2015
SUMMARY
At primary school level, teachers' assessments are the main way children's attainment levels are judged. Benefits to this approach include the fact such assessments provide a wider view of a child's abilities than a test and avoid the stress testing can place on children. However, past research has shown teachers' assessments of primary school children can be affected by bias. Tammy Campbell, from the University College London Institute of Education's department of quantitative social science, set out to discover whether factors such as family income level, gender, special educational needs (SEN), ethnicity and having English as an additional language could affect teachers' assessment of pupils' ability and attainment.
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