One aspect that I've seen in pedagogy literature is that those evaluations evaluate slightly different things - in addition to pure competencies at a point of t

One aspect that I've seen in pedagogy literature is that those evaluations evaluate slightly different things - in addition to pure competencies at a point of time evaluated by standardized tests, teacher-assigned grades are influenced also by "learning process" factors (e.g. diligence and disruptiveness in class) and girls at school age on average tend to have an advantage in those factors or at least in teacher perception of these factors. I recall reading material attributing this to differences in biological development during teenage years which are relevant not only to sexual characteristics but for general body&mind&behavior changes and gender/hormones influence not only the type of changes but also their timing - so adolescent girls are not exactly equivalent in development to adolescent boys of the same year/grade; asserting that they are slightly more "psychologically mature" (or more adult-imitating/conforming behavior?) which affects study performance in adolescent years, and the boys 'catch up' a bit later. However, I'm not certain if this material I read has a solid evidence basis or is driven by speculative stereotyping.