Smeding et al., 2013: Representing statistics exam as a learning tool eliminated a large social-class performance gap among French undergraduates
Smeding, A., Darnon, C., Souchal, C., Toczek-Capelle, M. C., & Butera, F. (2013). Reducing the socio-economic status achievement gap at university by promoting mastery-oriented assessment. PLoS One, 8(8), e71678.Download PDF
French undergraduates took a statistics exam represented as either a tool to train students or as a way to select the best students. Representing the exam as for the purpose of learning eliminated a large social-class performance gap.