The Relationship between Test Item Format and Gender Achievement Gaps on Math and ELA Tests in Fourth and Eighth Grades

Autor/inn/en	Reardon, Sean F.; Kalogrides, Demetra; Fahle, Erin M.; Podolsky, Anne; Zárate, Rosalía C.
Titel	The Relationship between Test Item Format and Gender Achievement Gaps on Math and ELA Tests in Fourth and Eighth Grades
Quelle	In: Educational Researcher, 47 (2018) 5, S.284-294 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-189X
DOI	10.3102/0013189X18762105
Schlagwörter	Test Items; Test Format; Gender Differences; Achievement Gap; Mathematics; Language Arts; Achievement Tests; Grade 4; Grade 8; Scores; Standardized Tests; Reading Achievement; Mathematics Achievement; Multiple Choice Tests; Responses; National Competency Tests; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Testentwicklung; Geschlechterkonflikt; Mathematik; Sprachkultur; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Standadised tests; Standardisierter Test; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	Prior research suggests that males outperform females, on average, on multiple-choice items compared to their relative performance on constructed-response items. This paper characterizes the extent to which gender achievement gaps on state accountability tests across the United States are associated with those tests' item formats. Using roughly 8 million fourth- and eighth-grade students' scores on state assessments, we estimate state- and district-level math and reading male-female achievement gaps. We find that the estimated gaps are strongly associated with the proportions of the test scores based on multiple-choice and constructed-response questions on state accountability tests, even when controlling for gender achievement gaps as measured by the National Assessment of Educational Progress (NAEP) or Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) assessments, which have the same item format across states. We find that test item format explains approximately 25% of the variation in gender achievement gaps among states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01