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Gendered perceptions of learning and fairness when choice between exam types is offered

Lake Superior State University, USA, rmauldin{at}lssu.edu

This study examined the differences in male and female students’ perceptions of how much they had learned and how fairly their performance had been measured when choice between constructed response, selective response, or mixed testing formats was introduced into different classrooms. Results revealed that introducing assessment choice into a classroom has significant but small effects on perceptions of learning and fairness. While results of gender differences were not found to be significant, the introduction of choice into classroom settings was found to have opposite effects on males and females. Specifically, male students became more convinced over the course of the term that they were being evaluated fairly when they were only permitted to take selective response tests, and less satisfied with the fairness of the evaluation if they were offered a choice. Female students were found to believe the opposite. Implications and recommendations for future research are then discussed.

Key Words: course evaluations • gender differences • selective response • student attitudes • student choice

Active Learning in Higher Education, Vol. 10, No. 3, 253-264 (2009)
DOI: 10.1177/1469787409343191


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