Thesis
Gender related differential item functioning in mathematics tests: A meta-analysis
Washington State University
Master of Arts (MA), Washington State University
2009
Handle:
https://hdl.handle.net/2376/100583
Abstract
This study examines the gender differential item functioning in elementary through college level mathematics tests used in the United States and international countries. The purpose of this study is to explore (a) an average gender-DIF across mathematics assessment, (b) the patterns of gender DIF in mathematics assessment, and (c) the patterns of gender by item characteristic interactions in mathematics assessment. This study employed a meta-analysis approach to explore the research questions. A pseudo-effect size of gender-DIF was computed and interpreted by using the Educational Testing Service DIF classification scheme. The results of this study are consistent with previous research. However, new evidence also is generated in the area of gender DIF in mathematics tests. For instance, arithmetic, measurement, and computations as testing subjects could be plausible sources of gender DIF in mathematics assessments. One important implication, for instance, is that more studies dedicated to gender DIF are needed to identify reasons behind the mathematics achievement gap between males and females. Recommendations for future studies also are discussed.
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Details
- Title
- Gender related differential item functioning in mathematics tests
- Creators
- Mo Zhang
- Contributors
- Brian F. French (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Education, College of
- Theses and Dissertations
- Master of Arts (MA), Washington State University
- Publisher
- Washington State University; Pullman, Wash. :
- Identifiers
- 99900525010801842
- Language
- English
- Resource Type
- Thesis