Grade expectations

dc.creatorOECD. Organisation for Economic Cooperation and Development
dc.date.accessioned3/17/2016 15:38
dc.date.accessioned2024-05-08T20:42:02Z
dc.date.available3/17/2016 15:38
dc.date.available2024-05-08T20:42:02Z
dc.date.created3/17/2016 15:38
dc.date.issued2013-03
dc.identifierhttps://hdl.handle.net/20.500.12799/4271
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/9373924
dc.description.abstractCountries vary in the way they use marks, but they all tend to reward the mastery of skills and attitudes that promote learning. Teachers tend to give girls and socio-economically advantaged students better school marks, even if they don’t have better performance and attitudes than boys and socio-economically disadvantaged students. It seems that marks not only measure students’ progress in school, they also indicate the skills, behaviours, habits and attitudes that are valued in school.
dc.languageen
dc.publisherOECD
dc.subjectEvaluación del rendimiento escolar
dc.subjectEvaluación PISA
dc.subjectEvaluación internacional
dc.subjectComprensión lectora
dc.subjectNota de examen
dc.titleGrade expectations
dc.typeTechnical Report


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