The merits of teacher assessment versus external exams to measure student achievement
Year: 2025
Type: article
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.
Source: IZA World of Labor
DOI: 10.15185/izawol.517
Authors: Oliver Cassagneau-Francis, Gillian Wyness
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4411217295