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Peer reviewedEames, Kate; Loewenthal, Kate – Journal of Social Psychology, 1990
Uses handwriting samples of 12 undergraduates to explore whether teachers give higher marks to students' work in good handwriting and whether the students' gender may be surmised by their handwriting. Results show grading is not influenced by handwriting quality and finds no effect of gender attribution on grades assigned. (NL)
Descriptors: Comparative Analysis, Educational Assessment, Educational Research, Essays
