High-stakes Exams May Contribute to the Gender Gap

Thursday, November 18, 2021 12:00pm to 1:00pm

November Pedagogical Innovations Journal Club

Session Description: The authors of this study look at the effect of reducing the overall contribution of high-stakes exams to the gender gap observed in STEM courses. This follows from the finding that females underperform compared to males on high-stakes testing but not on other forms of assessment such as low-stakes quizzes, assignments, and in-class activities. Decreasing the emphasis of high-stakes testing was found to benefit women and close the gender gap. The authors propose that the benefits of active learning for underrepresented groups in STEM may be due to using mixed-assessment methods. We will discuss how their recommendations can be applied to your teaching.

Facilitator: Christina Petersen

Post-session Resources: This session will not be recorded. Slides and resources will be sent to all registrants within two business days following the session.

Accessibility & Accommodation Requests: We strive to host inclusive, accessible events that enable all individuals to engage fully. Please contact the Center for Educational Innovation (cei@umn.edu) to request accommodations or discuss access needs (e.g. interpreting, captioning, large print, image descriptions, material format, etc.) Whenever possible, please submit requests for real-time captioning, interpreting, and material formatting at least two weeks in advance. Requests made after that point cannot be guaranteed.

After you register for section 2021-11 you will receive an email with a link to the article and the Zoom Meeting information.

About Pedagogical Innovations Journal Club

Pedagogical Innovations Journal Club was created to help busy instructors from across disciplines keep up with some of the latest innovations, ideas, and research published in pedagogical journals. Each month’s discussion focuses on a recently-published, teaching- or learning-related article. The open forum provides opportunities for participants to discuss the practical implications of the research findings with others. Each session begins with a brief synopsis of that month’s featured reading. You do not have to read the article to benefit from participation.

Fall 2021 Focus

The Fall 2021 Pedagogical Innovations Journal Club will highlight research articles that study approaches to promoting student diversity, equity, and inclusion. These articles were chosen to represent a diversity of student groups studied, interventions tested, and researcher approaches and backgrounds. We will highlight how the findings of each of these articles could be applied and adapted for your teaching and you will have the opportunity to benefit from the insight and experiences of your peers.

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Pedagogical Innovations Journal Club