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The Effect of Grading Practices on Gender Differences in Academic Performance

This paper adds to the debate about the sources of the gender gaps in student outcomes by highlighting explanations related to interactions between teachers and students. The evidence comes from the lower secondary school in Norway. The teachers' grading practices are the focal point of the analysis. First, it is shown that girls are exposed to easier grading than boys. Thereafter, evidence is provided that both boys and girls are negatively affected when the teacher practises easy grading. The boys' responses to easy grading are more uniformly negative than the girls' responses. Some exploratory analyses that make use of information about the students' school motivations are provided to make sense of these findings.