extended · article · 1999

Gender Differences in Performance on Multiple-Choice and Constructed Response Mathematics Items

Mary Gamer; George Engelhard Jr.

Examined gender differences in performance on multiple-choice and constructed response items in mathematics administered within the context of a state high school graduation test that was designed to match a specified curriculum. A secondary purpose was to demonstrate a method based on the many-faceted G. Rasch (1980) measurement model for comparing performance on different item types and exploring differential item functioning (DIF). A random sample of 3,952 eleventh graders (53% female) who took the 1994 Georgia High School Graduation Test was used for the analysis. In both mean scores and DIF indexes, women showed a statistically significant and consistent advantage over men on multiple-choice items involving algebra, whereas men showed a less consistent advantage on items involving geometry and measurement, number and computation, data analysis, and proportional reasoning. Mean score...