Can item format (multiple choice vs. open-ended) account for gender differences in mathematics achievement?

The purpose of this study was to investigate differential performance of boys and girls on open-ended (OE) and multiple-choice (MC) items on the 1988 and 1991 International Assessment of Educational Progress (IAEP) mathematics test. In the 1988 mathematics assessment, a representative sample of app...

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Detalles Bibliográficos

Publicado en:	Sex Roles Vol. 42; no. 1/2; pp. 1 - 22
Autores principales:	Beller, Michal, Gafni, Naomi
Formato:	Artículo
Publicado:	Springer Science & Business Media B.V. January 2000
Materias:	Mathematical ability testing Test design Gender differences (Psychology) Multiple choice examinations
Acceso en línea:	Ver este registro en EBSCOhost