There is a good reason for the number of studies that have been done and published on the topic of Gender and Assessment. There is still a great deal of confusion regarding the lack of a solid conclusion in this area. Although a focus within the literature on repercussions for classroom teachers does not seem to exist, we have attempted to give some guidance within this paper for use in the classroom.
There does not seem to be any difference of opinion within the scholarly community on the existence of gender-based differences in achievement. However, there is great contention over the reasons for those differences and the methods that should be used to accommodate them. We have found the arguments for the existence of cognitive differences between males and females to be the most convincing, and so that is the direction from which we have chosen to present our arguments.
The contention on these issues is indicative of the fact that studies within this area should continue. Although we have decided that cognitive differences are the most well-supported reason, this does not by any means signify that it is the only reason. This issue needs further study in order to support or refute the remaining possibilities. It is a critical issue for classroom teachers to address, and it is only through further study that it may even come close to being resolved.
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