Gender, ‘bias’, assessment and feedback: analyzing the written assessment of undergraduate history essays

References

• Anson C (1988) Towards a multidimensional model of writing in the academic disciplines in: D. Joliffe (Ed.) Advances in writing research, volume 2: writing in academic disciplines Ablex Publishing Corporation Norwood, NJ
   Google Scholar
• Arnot M David M Weiner G (1999) Closing the gender gap Polity Press Cambridge
   Google Scholar
• Ballard B Clanchy J (1988) Literacy in the university: an ‘anthropological’ approach in: G. Taylor (Ed.) Literacy by degrees SRHE & Open University Press Milton Keynes
   Google Scholar
• Bartholomae D (1985) Inventing the university in: M. Rose (Ed.) When a writer can’t write Guildford Press New York & London
   Google Scholar
• Baume , D and Yorke , M . (2002) . The reliability of assessment by portfolio on a course to develop and accredit teachers in higher education . Studies in Higher Education , 27 (1) : 7 – 25 .
   Web of Science ®Google Scholar
• Becher T (1989) Academic tribes and territories: intellectual enquiry and the culture of disciplines SRHE & Open University Press Milton Keynes
   Google Scholar
• Bock H (1988) Academic literacy: starting point or goal? in: G. Taylor, B. Ballard, V. Beasley, H. Bock, J. Clanchy & P. Nightingale (Eds) Literacy by degrees SRHE & Open University Press Milton Keynes
   Google Scholar
• Bradley , C . (1984) . Sex bias in the evaluation of students . British Journal of Social Psychology , 23 : 147 – 163 .
   Web of Science ®Google Scholar
• Burr V (1995) An introduction to social constructionism Routledge London
   Google Scholar
• Clarke P et al (1994) Men and womens’ performance in tripos examinations, 1980–1993 Cambridge University Press Cambridge
   Google Scholar
• Cox R (1988) Examinations and higher education: a survey of the literature in: L. Elton & J. Gilbert (Eds) Module D: assessment, extracts. diploma in the practice of higher education University of Surrey Guildford
   Google Scholar
• Davies B (1989) Frogs and snails and feminist tales Allen & Unwin Sydney
   Google Scholar
• Dennis , I , Newstead , SE and Wright , D . (1996) . A new approach to exploring biases in educational assessment . British Journal of Psychology , 87 : 515 – 534 .
   PubMed Web of Science ®Google Scholar
• Elwood , J . (1999) . Equity issues in performance assessment: the contribution of teacher‐assessed course work to gender‐related differences in examination performance . Educational Research and Evaluation , 5 (4) : 321 – 344 .
   Google Scholar
• Francis , B . (1999) . An investigation of the discourses children draw on in their construction of gender . Journal of Applied Social Psychology , 29 : 300 – 316 .
   Web of Science ®Google Scholar
• Francis , B , Robson , J and Read , B . (2001) . An analysis of undergraduate writing styles in the context of gender and achievement . Studies in Higher Education , 26 : 313 – 326 .
   Web of Science ®Google Scholar
• Francis B Robson J Read B (2002a) Gendered patterns in writing and degree award in: G. Howie & A. Tauchert (Eds) Gender, teaching and research in higher education: challenges for the twenty‐first century Ashgate Press Hampshire
   Google Scholar
• Francis B Robson J Read B (2002b) University lecturers’ constructions of undergraduate writing: a gender analysis. End of award report Economic & Social Research Council London R000239187
   Google Scholar
• Francis , B , Robson , J , Read , B and Melling , L . (2003) . Lecturers’ perceptions of gender and undergraduate writing style . British Journal of Sociology of Education , 24 (3) : 357 – 373 .
   Web of Science ®Google Scholar
• Francis B Skelton C (2005) Reassessing gender and achievement Routledge London
   Google Scholar
• Francis B Robson J Read B (forthcoming) First class or failure? Assessing the assessment of undergraduate writing Higher Education Research and Development
   Google Scholar
• Gipps C Murphy P (1994) A fair test? Assessment, achievement and equity Open University Press Buckingham
   Google Scholar
• Harding S (1991) Whose science? Whose knowledge? Open University Press Buckingham
   Google Scholar
• Higher Education Statistics Agency (HESA) (2001) Qualifications data HESA Cheltenham
   Google Scholar
• Higher Education Statistics Agency (HESA) (2004) Qualifications data HESA Cheltenham
   Google Scholar
• Ivanic R Clark R Rimmershaw R (2000) What am I supposed to make of this? The messages conveyed to students by tutors’ written comments in: R. Lea & B. Stierer (Eds) Student writing in higher education Open University Press Buckingham
   Google Scholar
• Kelly , J . (1991) . A study of gender differential linguistic interaction in the adult classroom . Gender and Education , 3 (2) : 137 – 143 .
   Google Scholar
• Lea , M and Street , B . (1998) . Student writing in higher education: an academic literacies approach . Studies in Higher Education , 23 : 157 – 172 .
   Web of Science ®Google Scholar
• Lea M Street B (2000) Student writing and staff feedback in higher education: an academic literacies approach in: M. Lea & B. Stierer (Eds) Student writing in higher education SRHE & Open University Press Buckingham
   Google Scholar
• Martin , M . (1997) . Emotional and cognitive effects of examination proximity in female and male students . Oxford Review of Education , 23 : 479 – 486 .
   Web of Science ®Google Scholar
• Millard E (1997) Differently literate: boys, girls and the schooling of literacy Routledge London
   Google Scholar
• Molyneux B (1994) Introduction: the represented past in: P. Stone & B. Molyneux (Eds) The presented past: heritage, museums and education Routledge London
   Google Scholar
• Murphy , P and Elwood , J . (1998) . Gendered experiences, choices and achievement—exploring the links . International Journal of Inclusive Education , 2 (2) : 85 – 118 .
   Google Scholar
• Murphy P Elwood J (2002) Constructions of achievement and the positioning of students: a gender perspective Pedagogy, Culture and Society 10
   Google Scholar
• Newstead , S . (1996) . The psychology of student assessment . The Psychologist: Bulletin of the British Psychological Society , 9 : 543 – 547 .
   Google Scholar
• Newstead , S and Dennis , I . (1990) . Blind marking and sex bias in student assessment . Assessment and Evaluation in Higher Education , 15 : 132 – 139 .
   Google Scholar
• Newstead , S and Dennis , I . (1994) . Examiners examined: the reliability of exam marking in psychology . The Psychologist: Bulletin of the British Psychological Society , 7 : 216 – 219 .
   Google Scholar
• Pomata , G . (1993) . History, particular and universal: on reading some recent women’s history textbooks . Feminist Studies , 19 (1) : 7 – 50 .
   Google Scholar
• Read , B , Francis , B and Robson , J . (2001) . Playing safe: the presentation of the student ‘voice’ in undergraduate writing . British Journal of Sociology of Education , 22 (3) : 387 – 399 .
   Web of Science ®Google Scholar
• Read B Francis B Robson J (2002) ‘Who am I to question all these established writers?’ Gender and confidence in student essay writing in: M. Graal (Ed.) (2002) Changing contexts for teaching and learning: proceedings of the Writing Development in Higher Education (WDHE) Annual Conference 2001 (Teaching and Learning Unit, University of Leicester)
   Google Scholar
• Read , B , Francis , B and Robson , J . (2004) . Re‐viewing undergraduate writing: tutors’ perceptions of essay qualities according to gender . Research in Post‐Compulsory Education , 9 (2) : 217 – 238 .
   Google Scholar
• Reay , D . (2000) . ‘Dim dross’: marginalized women both inside and outside the academy . Women’s Studies International Forum , 23 (1) : 13 – 21 .
   Web of Science ®Google Scholar
• Robson , J , Francis , B and Read , B . (2002) . Writes of passage: stylistic features of male and female undergraduate history essays . Journal of Further and Higher Education , 26 : 351 – 362 .
   Google Scholar
• Robson , J , Francis , B and Read , B . (2004) . Gender, student confidence and communicative styles at university: the views of lecturers in history and psychology . Studies in Higher Education , 29 (1) : 7 – 23 .
   Web of Science ®Google Scholar
• Sebba J (2004) Improving the quality of research reporting and abstracts paper presented at NERF Education Journal Editors’ Seminar Jury’s Inn, Birmingham, 13 July
   Google Scholar
• Shanks M Tilley C (1987) Re‐constructing archaeology Cambridge University Press Cambridge
   Google Scholar
• Silverman D (1993) Interpreting qualitative data Sage London
   Google Scholar
• Smith , L . (1994) . Heritage management as postprocessual archaeology? . Antiquity , 68 : 300 – 309 .
   Web of Science ®Google Scholar
• Spear , M . (1984) . Sex bias in science teachers’ ratings of work and pupil characteristics . European Journal of Science Education , 6 (4) : 369 – 377 .
   Web of Science ®Google Scholar
• Somners , E and Lawrence , S . (1992) . Women’s ways of talking in teacher‐directed and student‐directed peer response groups . Linguistics and Education , 4 : 1 – 36 .
   Google Scholar
• Spurling A (1990) Women in higher education King’s College Research Centre Cambridge
   Google Scholar
• Urry J (1996) How societies remember the past in: S. Macdonald & G. Fyfe (Eds) Theorizing museums Blackwell Oxford
   Google Scholar
• Wertsch J (1991) Voices of the mind: a socio‐cultural approach to mediated action Harvard University Press Cambridge, MA
   Google Scholar