Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.

@article{Souchal2014AssessingDN,
  title={Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.},
  author={Carine Souchal and Marie-Christine Toczek and C{\'e}line Darnon and Annique Smeding and Fabrizio Butera and Delphine Martinot},
  journal={The British journal of educational psychology},
  year={2014},
  volume={84 Pt 1},
  pages={
          125-36
        }
}
BACKGROUND Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance. AIM The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class. SAMPLE Participants were 120 boys and 72 girls (all high… CONTINUE READING
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