24th June 2015 6:00
By Blue Tutors
New research has shown that children from disadvantaged backgrounds or with special educational needs are often marked down by teachers in primary school. The research conducted by the Institute of Education shows that unconscious bias frequently leads teachers to mark the work of students with a perceived disadvantage more harshly. The research also showed that in addition to bias based on socio-economic status and special educational needs, gender bias was also a factor affecting marking. One of the most common biases shown in an analysis of marking practices showed the prevalence of the traditional notion that boys are better at Maths and girls are better at reading.
The research conducted by the Institute of Education compared the results of standardised tests issued by 5,000 primary schools in England with assessments of their abilities by teachers. The study identified significant differences in the performance of pupils in standardised tests compared with their teachers’ opinions of their ability. Study authors highlighted the bias on the part of teaching staff which they said continued to play a considerable part in creating and perpetuating inequalities. Researchers were also quick to point out that such biases were prevalent throughout society, and not just in the classroom.
Researchers went on to say that now that the extent of bias in the classroom had been identified, steps must be taken to combat it in order to ensure that some children are not written-off by their teachers. The study emphasised the importance of awareness on the part of teachers, who, it was said, needed to assess their own behaviour and be aware of potential bias. The study also concluded that in order to combat stereotyping, more thought needed to go into how to manage support for disadvantaged students such as the pupil premium. The research demonstrated that where teachers are aware that students qualify for the pupil premium, they are more likely to assume that they will underperform.