Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003

Autor/inn/en	Liu, Ou Lydia; Wilson, Mark
Titel	Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003
Quelle	In: Applied Measurement in Education, 22 (2009) 2, S.164-184 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0895-7347
Schlagwörter	Gender Differences; Mathematics Tests; Measurement; Test Format; Comparative Analysis; Adolescents; Spatial Ability; United States; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Geschlechterkonflikt; Messverfahren; Testentwicklung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Räumliches Vorstellungsvermögen; USA
Abstract	Many efforts have been made to determine and explain differential gender performance on large-scale mathematics assessments. A well-agreed-on conclusion is that gender differences are contextualized and vary across math domains. This study investigated the pattern of gender differences by item domain (e.g., Space and Shape, Quantity) and item type (e.g., multiple-choice items, open constructed-response items). The U.S. portion of the Programme for International Student Assessment (PISA) 2000 and 2003 mathematics assessment was analyzed. A multidimensional Rasch model was used to provide student ability estimates for each comparison. Results revealed a slight but consistent male advantage. Students showed the largest gender difference (d = 0.19) in favor of males on complex multiple-choice items, an unconventional item type. Males and females also showed sizable differences on Space and Shape items, a domain well documented for showing robust male superiority. Contrary to many previous findings reporting male superiority on multiple-choice items, no measurable difference has been identified on multiple-choice items for both the PISA 2000 and the 2003 math assessments. Reasons for the differential gender performance across math domains and item types were speculated, and directions of future research were discussed. (Contains 6 tables, 1 figure and 2 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10