Test- or judgement‐based school track recommendations : Equal opportunities for students with different socio-economic backgrounds?

van Leest, Anne; Hornstra, Lisette; van Tartwijk, Jan; van de Pol, Janneke

Test- or judgement‐based school track recommendations : Equal opportunities for students with different socio-economic backgrounds?

Dateien

vanLeest_2-1ivvyw67vnr004.pdfGröße: 597.72 KBDownloads: 316

Datum

2021

Autor:innen

van Leest, Anne

Hornstra, Lisette

van Tartwijk, Jan

van de Pol, Janneke

Open Access-Veröffentlichung

Open Access Hybrid

Sammlungen

Empirische Bildungsforschung

Publikationstyp

Zeitschriftenartikel

Publikationsstatus

Published

Erschienen in

The British Journal of Educational Psychology. Wiley-Blackwell. 2021, 91(1), pp. 193-216. ISSN 0007-0998. eISSN 2044-8279. Available under: doi: 10.1111/bjep.12356

Zusammenfassung

Background
There are concerns that school track recommendations that are mostly based on teachers’ judgements of students’ performance (‘judgement‐based recommendations’) are more biased by students’ SES than school track recommendations that are mostly based on standardized test results (‘test‐based recommendations’). A recent policy reform of the Dutch educational system has provided us the unique opportunity to compare the effects of students’ SES on these two types of track recommendations.

Aims
The aim of this study was to examine the differences between test‐based and judgement‐based recommendations regarding the direct and indirect effect of students’ SES at student level and school level.

Sample
The sample consisted of 8,639 grade 6 students from 105 Dutch primary schools.

Methods
Data were analysed using two‐level multilevel mediation models.

Results
Track recommendations were higher for high‐SES students. This was mostly due to differences in students’ prior performance. SES also had a small, direct effect on judgement‐based, but not on test‐based recommendations. The effects were partly situated at school level.

Conclusion
Overall, the results indicated that teachers based their track recommendations mostly on students’ prior performance without being biased by students’ SES.

Fachgebiet (DDC)

370 Erziehung, Schul- und Bildungswesen

Schlagwörter

school transition, school track recommendation, SES, prior performance, school leavers’ test, teacher judgements, educational inequality

Zitieren

ISO 690

VAN LEEST, Anne, Lisette HORNSTRA, Jan VAN TARTWIJK, Janneke VAN DE POL, 2021. Test- or judgement‐based school track recommendations : Equal opportunities for students with different socio-economic backgrounds?. In: The British Journal of Educational Psychology. Wiley-Blackwell. 2021, 91(1), pp. 193-216. ISSN 0007-0998. eISSN 2044-8279. Available under: doi: 10.1111/bjep.12356

BibTex

@article{vanLeest2021-03judge-50302,
  year={2021},
  doi={10.1111/bjep.12356},
  title={Test- or judgement‐based school track recommendations : Equal opportunities for students with different socio-economic backgrounds?},
  number={1},
  volume={91},
  issn={0007-0998},
  journal={The British Journal of Educational Psychology},
  pages={193--216},
  author={van Leest, Anne and Hornstra, Lisette and van Tartwijk, Jan and van de Pol, Janneke}
}

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