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Tamara Thiele, Alexander Singleton, Daniel Pope & Debbi Stanistreet. (2016) Predicting students' academic performance based on school and socio-demographic characteristics. Studies in Higher Education 41:8, pages 1424-1446.
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Gill Turner & Graham Gibbs. (2010) Are assessment environments gendered? An analysis of the learning responses of male and female students to different assessment environments. Assessment & Evaluation in Higher Education 35:6, pages 687-698.
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Tom Ogg, Anna Zimdars & Anthony Heath. (2009) Schooling effects on degree performance: a comparison of the predictive validity of aptitude testing and secondary school grades at Oxford University. British Educational Research Journal 35:5, pages 781-807.
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Michael Barrow, Barry Reilly & Ruth Woodfield. (2009) The determinants of undergraduate degree performance: how important is gender?. British Educational Research Journal 35:4, pages 575-597.
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Ruth Woodfield & Sarah Earl‐Novell. (2006) An assessment of the extent to which subject variation between the Arts and Sciences in relation to the award of a First Class degree can explain the ‘gender gap’ in UK universities. British Journal of Sociology of Education 27:3, pages 355-372.
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Sarah L. Earl‐Novell & Donna C. Jessop. (2005) The relationship between perceptions of pre‐menstrual syndrome and degree performance1
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P. G. Surtees, N. W. J. Wainwright & P. D. P. Pharoah. (2002) Psychosocial Factors and Sex Differences in High Academic Attainment at Cambridge University. Oxford Review of Education 28:1, pages 21-38.
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PatrickJ. Leman. (1999) The role of subject area, gender, ethnicity and school background in the degree results of Cambridge University undergraduates. The Curriculum Journal 10:2, pages 231-252.
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N.G. McCrum. (1998) Gender and Social Inequality at Oxbridge: measures and remedies. Oxford Review of Education 24:3, pages 261-277.
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Maryanne Martin. (1997) Emotional and Cognitive Effects of Examination Proximity in Female and Male Students. Oxford Review of Education 23:4, pages 479-486.
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Gillian Sutherland. (1997) The House that Jill Built. Oxford Review of Education 23:2, pages 245-251.
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Articles from other publishers (4)
Valerie Gibson, Lisa Jardine-Wright & Elizabeth Bateman. (2015) An investigation into the impact of question structure on the performance of first year physics undergraduate students at the University of Cambridge. European Journal of Physics 36:4, pages 045014.
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Ruth Woodfield. 2012. Globalization, Technology Diffusion and Gender Disparity. Globalization, Technology Diffusion and Gender Disparity
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Adrian Furnham & Tomas Chamorro-Premuzic. (2005) Individual Differences and Beliefs Concerning Preference for University Assessment Methods. Journal of Applied Social Psychology 35:9, pages 1968-1994.
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Sarah Earl‐Novell. (2001) “Gendered” styles of writing and the “inequality in assessment” hypothesis: an explanation for gender differentiation in first class academic achievement at university. International Journal of Sociology and Social Policy 21:1/2, pages 160-172.
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