Sex Differences in the Tendency to Omit Items on Multiple-Choice Tests: 1980-2000

Autor/inn/en	von Schrader, Sarah; Ansley, Timothy
Titel	Sex Differences in the Tendency to Omit Items on Multiple-Choice Tests: 1980-2000
Quelle	In: Applied Measurement in Education, 19 (2006) 1, S.41-65 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
DOI	10.1207/s15324818ame1901_3
Schlagwörter	Gender Differences; Multiple Choice Tests; Achievement Tests; Grade 3; Grade 11; Grade 7; Test Items; Student Characteristics; Response Style (Tests); Iowa; Iowa Tests of Basic Skills; Iowa Tests of Educational Development + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 03; 3. Schuljahr; Schuljahr 03; School year 11; 11. Schuljahr; Schuljahr 11; School year 07; 7. Schuljahr; Schuljahr 07; Test content; Testaufgabe; Antwortverhalten
Abstract	Much has been written concerning the potential group differences in responding to multiple-choice achievement test items. This discussion has included references to possible disparities in tendency to omit such test items. When test scores are used for high-stakes decision making, even small differences in scores and rankings that arise from male and female students' different tendencies to omit may have serious consequences and are important to examine. The data for this study were obtained from an Iowa Testing Programs database that contains the responses of students who took the Iowa Tests of Basic Skills (ITBS) or the Iowa Tests of Educational Development (ITED) in the state of Iowa. Approximately 430,000 Iowa students in the 3rd, 7th, and 11th grades who took the ITBS or ITED during 1980-1981, 1985-1986, 1990-1991, 1995-1996, or 2000-2001 were included in the study. Unlike other studies of omitting tendency, this study demonstrated that differential tendencies to omit between the sexes have not had an important impact on mean score differences in achievement between the sexes in the past 20 years. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10