Gender Bias in First-Year Multiple-Choice Physics Examinations

Autor/inn/en	Gladys, M. J.; Furst, J. E.; Holdsworth, J. L.; Dastoor, P. C.
Titel	Gender Bias in First-Year Multiple-Choice Physics Examinations
Quelle	In: Physical Review Physics Education Research, 19 (2023) 2, Artikel 020109 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gladys, M. J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Physics; Science Instruction; College Science; Science Tests; Multiple Choice Tests; Gender Bias; Test Items; Foreign Countries; College Students; Australia + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Geschlechterstereotyp; Test content; Testaufgabe; Ausland; Collegestudent; Australien
Abstract	The multiple-choice section of the final examination for the first-year Advanced Physics I course at the University of Newcastle, Australia between 2010 and 2018 was investigated for gender bias. A Mantel-Haenszel analysis revealed that approximately 20% of the multiple-choice questions exhibited statistically significant gender bias. A schema for characterizing the multiple-choice questions was proposed and used to analyze the entire question set. Male bias questions showed moderate to large bias and tended to include characteristics related to visualization, though not images. Several questions exhibited a moderate bias in favor of females and were characterized by requiring a numerical calculation involving a simple one-step equation. These results indicate that with continued development, gender bias analysis of physics questions based on a characterization schema may be used as a routine tool for testing for the presence and origin of gender gaps in student performance. (As Provided).
Anmerkungen	American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: https://journals.aps.org/prper/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01