Examining the Relationship of Content to Gender-Based Performance Differences in Advanced Placement Exams. Research Report No. 2002-12. ETS RR-02-25

Autor/inn/en	Buck, Gary; Kostin, Irene; Morgan, Rick
Institution	College Board
Titel	Examining the Relationship of Content to Gender-Based Performance Differences in Advanced Placement Exams. Research Report No. 2002-12. ETS RR-02-25
Quelle	(2002), (42 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Content; Gender Differences; Correlation; Test Items; Advanced Placement; Achievement Tests; Multiple Choice Tests; United States History; Biology; European History; Microeconomics; Macroeconomics; Generalization; Coding; Regression (Statistics); High School Students; Scores; Item Analysis; College Entrance Examinations; SAT (College Admission Test) + Suchen Sie Ihr Suchwort? Testaufgabe; Geschlechterkonflikt; Korrelation; Test content; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Biologie; Mikroökonomie; Makroökonomie; Codierung; Programmierung; Regression; Regressionsanalyse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Itemanalyse; Aufnahmeprüfung
Abstract	The purpose of this study is to examine the content of the questions in a number of Advanced Placement Examinations and to attempt to identify content that is related to gender-based performance differences. Free-response questions for ten forms of the AP® Exams in U.S. History, European History, Biology, Microeconomics, and Macroeconomics were studied and the multiple-choice items for four forms of AP U.S. History were also studied. Results indicate that, in the case of U.S. History multiple-choice items, the measures of male and female performance differences are significantly correlated with item content. In a second analysis, the findings for nine of these content categories were replicated in different forms of the exam, suggesting that these results are of generalizable interest. In the case of the free-response questions for each of the five subject areas, the study identified a significant relationship between item content and gender-based performance differences, but there were not enough items for a replication study. Overall, this study suggests that item content is associated with gender-based performance differences. The following are appended: (1) Content Categories for U.S. History Multiple-Choice Items; (2) Content Categories for U.S. History Free-Response Questions; (3) Content Categories for European History Free-Response Questions; (4) Content Categories for Biology Free-Response Questions; (5) Content Categories for Microeconomics Free-Response Questions; and (6) Content Categories for Macroeconomics Free-Response Questions. (As Provided).
Anmerkungen	College Board. 250 Vesey Street, New York, NY 10281. Tel: 212-713-8000; e-mail: research@collegeboard.org; Web site: http://research.collegeboard.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01