Efecto de la información sobre proveniencia de estudiantes en la calificación por parte de docentes
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Date
2015-11-12
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Pontificia Universidad Católica del Perú
Abstract
El presente estudio tenía como objetivo demostrar la existencia de sesgos en los docentes hacia estudiantes que provenían de un contexto social considerado marginal por la sociedad. Para ello se realizó un diseño cuasi experimental con tres colegios de Lima Metropolitana, donde participaron 23 docentes de cuarto a sexto de primaria. Se les entregó a los participantes dos composiciones escritas a mano, y se les pidió que le asignaran una calificación. Asimismo, se les pidió a los docentes que evaluaran las composiciones en distintas áreas: ortografía, caligrafía, gramática, vocabulario, originalidad y organización
Las composiciones habían sido escritas por el mismo estudiante, y poseían los mismos errores, solo diferían en el lugar de residencia de los estudiantes: uno de ellos provenía de una zona urbana, y el otro de una zona urbano marginal.
Los resultados mostraron una tendencia a calificar con menor nota a las composiciones de estudiantes provenientes de un contexto urbano marginal. Asimismo, se encontró diferencia significativa en el área que evaluaba el vocabulario, que favorecía a los estudiantes de zona urbana.
The present study aimed to demonstrate the existence of bias in teachers towards students who came from a social context considered marginal by society. This quasi-experimental design was performed with three schools of Lima, where 23 teachers from fourth to sixth grade participated. They gave participants two handwritten compositions, and were asked to assign a grade. They were also asked to rate the compositions in different areas: spelling, handwriting, grammar, vocabulary, originality and organization The compositions were written by the same student and had the same mistakes, only differing in the place of residence of the students: one of them came from an urban area, and the other from a marginal urban area. The results showed a tendency to qualify with lower grade the compositions of students from a marginal urban context. Also, significant differences were found in the area assessing vocabulary, favoring urban students.
The present study aimed to demonstrate the existence of bias in teachers towards students who came from a social context considered marginal by society. This quasi-experimental design was performed with three schools of Lima, where 23 teachers from fourth to sixth grade participated. They gave participants two handwritten compositions, and were asked to assign a grade. They were also asked to rate the compositions in different areas: spelling, handwriting, grammar, vocabulary, originality and organization The compositions were written by the same student and had the same mistakes, only differing in the place of residence of the students: one of them came from an urban area, and the other from a marginal urban area. The results showed a tendency to qualify with lower grade the compositions of students from a marginal urban context. Also, significant differences were found in the area assessing vocabulary, favoring urban students.
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Personal docente--Actitudes, Profecía auto-cumplida, Objetivos educativos
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