Gender Bias in Examinations: how equal are the opportunities?

Abstract

Abstract Recent analyses of public examination results, particularly in the GCSE, have demonstrated significant gender differences in both entry patterns and outcomes. This generally involves better results for girls in subjects other than mathematics and some sciences. The article discusses whether examination boards should work for equal outcomes given that the assessment techniques used in examinations may differentially affect girls' and boys' performances, as evidenced by objective tests and coursework. We argue that the type of assessment is only one factor and that the different experiences and expectations of both pupils and teachers also play significant parts. Equal outcomes should not therefore be contrived simply by manipulation of assessment techniques. What may be required is more sensitivity to gender related differences in approach and experiences. How much the recent changes to national curriculum assessment will take account of these factors will need further monitoring.