title: Assessing does not mean threatening: the purpose of assessment as a key determinant of girls' and boys' performance in a science class.
abstract: BACKGROUND
  Is it possible to reach performance equality between boys and girls in a science class? Given the stereotypes targeting their groups in scientific domains, diagnostic contexts generally lower girls' performance and non-diagnostic contexts may harm boys' performance.
  
  
  OBJECTIVE
  The present study tested the effectiveness of a mastery-oriented assessment, allowing both boys and girls to perform at an optimal level in a science class.
  
  
  METHODS
  Participants were 120 boys and 72 girls (all high-school students).
  
  
  METHODS
  Participants attended a science lesson while expecting a performance-oriented assessment (i.e., an assessment designed to compare and select students), a mastery-oriented assessment (i.e., an assessment designed to help students in their learning), or no assessment of this lesson.
  
  
  RESULTS
  In the mastery-oriented assessment condition, both boys and girls performed at a similarly high level, whereas the performance-oriented assessment condition reduced girls' performance and the no-assessment condition reduced boys' performance.
  
  
  CONCLUSIONS
  One way to increase girls' performance on a science test without harming boys' performance is to present assessment as a tool for improving mastery rather than as a tool for comparing performances.
authors.affiliation: Clermont Université, Université Blaise Pascal, Clermont-Ferrand, France.
authors.forename: Carine
authors.initials: C
authors.lastname: Souchal
authors.forename: Marie-Christine
authors.initials: MC
authors.lastname: Toczek
authors.forename: Céline
authors.initials: C
authors.lastname: Darnon
authors.forename: Annique
authors.initials: A
authors.lastname: Smeding
authors.forename: Fabrizio
authors.initials: F
authors.lastname: Butera
authors.forename: Delphine
authors.initials: D
authors.lastname: Martinot
mesh_terms: D000124:Achievement; D000293:Adolescent; D004521:Educational Measurement / Q000379:methods* / Q000706:statistics & numerical data; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology; D008297:Male; D009042:Motivation / Q000502:physiology; D012586:Science / Q000193:education*; D012737:Sex Factors; D013334:Students / Q000523:psychology / Q000706:statistics & numerical data*