GENDER STEREOTYPES INFLUENCE ON ASSESSMENT IN A MULTIDISCIPLINARY PLATFORM

Abstract

Gender based evaluation in assessment standardizing is a long fed issue to tackle the examiners fairness among gender stereotypes. It reduces variation among the student’s evaluation and testing procedure that could adversely affect others. However, individual marking with who became lectures after been a mother, father, pregnant, male and female with a proper guideline will make the assessment somewhat fair than the group marking or conference marking. Using a common marking scheme in evaluation is not always a correct approach. Although testing accommodations are by now standard practice in most large-scale testing programmes even though gender will somewhat influence on stereotype questions, for the most part, these practices lie outside formal educational measurement theory. This article was building on recent research in group marking with pregnant women, mother, father, male who are not married and females who are not married with multiple disciplinary approaches will influence the final raw marks. In this study, males who are not married gave the highest marks for the importance of breast feeding. The rest were given lower marks. After that group marking was assessed which is much effective than the individual marking. Marking grid which was based on common matching examinees will give us high accuracy. The present focus is an assessment for special populations, but it is argued that the principles apply more broadly.