Examining Sources of Gender DIF in Mathematics Assessments Using a Confirmatory Multidimensional Model Approach

Autor/inn/en	Mendes-Barnett, Sharon; Ercikan, Kadriye
Titel	Examining Sources of Gender DIF in Mathematics Assessments Using a Confirmatory Multidimensional Model Approach
Quelle	In: Applied Measurement in Education, 19 (2006) 4, S.289-304 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1207/s15324818ame1904_4
Schlagwörter	Gender Differences; Test Bias; Mathematics Tests; Multidimensional Scaling; Grade 12; Problem Solving; Test Items; Computation; Thinking Skills + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Testkritik; Mehrdimensionale Analysis; School year 12; 12. Schuljahr; Schuljahr 12; Problemlösen; Test content; Testaufgabe; Denkfähigkeit
Abstract	This study contributes to understanding sources of gender differential item functioning (DIF) on mathematics tests. This study focused on identifying sources of DIF and differential bundle functioning for boys and girls on the British Columbia Principles of Mathematics Exam (Grade 12) using a confirmatory SIBTEST approach based on a multidimensional model. Problem solving as a content area was confirmed as a source of gender DIF in favor of boys when the item is presented in the form of a story problem or when the problems are noncontext specific. Patterns and relations content areas produced a mixture of confirmed sources of DIF, with some subtopics favoring the girls and some favoring the boys. In contrast to what might be expected given the findings of previous gender DIF research, this study did not find geometry to be a source of gender DIF. All of the higher cognitive level items favored boys. High levels of DIF were detected in favor of girls on the bundle of computation items in which no equations were provided in the question. (Author).
Anmerkungen	Lawrence Erlbaum Associates, Inc. 10 Industrial Avenue, Mahwah, NJ 07430. Tel: 800-926-6579; Tel: 201-258-2200; Fax: 201-236-0072; e-mail: journals@erlbaum.com; Web site: https://www.erlbaum.com.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10