PATTERNS OF GENDER DIFFERENCES ON MATHEMATICS ITEMS ON THE SCHOLASTIC APTITUDE TEST
PATTERNS OF GENDER DIFFERENCES ON MATHEMATICS ITEMS ON THE SCHOLASTIC APTITUDE TEST
复制标题
学业能力测试数学项目的性别差异模式
DOI：
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发表时间：
1993
期刊：
影响因子：
--
通讯作者：
S. T. Carlton
中科院分区：
文献类型：
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作者：
Abigail Harris;S. T. Carlton
在学术能力测验（SAT）数学部分的成绩上，性别差异依然存在。为了增加我们对这些差异的理解，我们系统地检查了六种形式的SAT的差异项目功能（DIF），以确定与三个一般领域相关的男性和女性学生的相对优势和劣势：测试点，测试项目的格式，以及测试项目嵌入的主题。在每组比较中，DIF程序根据考试的总体数学成绩将男女学生配对，然后确定总分相同的各组在哪些考试项目上表现不同。结果表明，有可识别的模式的性别差异，男性和女性学生如何到达他们的总成绩。这些差异对测试开发者、决策者和数学教师都有影响。
Gender differences in performance on the mathematics section of the Scholastic Aptitude Test (SAT) persist. To add to our understanding of these differences, we systematically examined differential item functioning (DIF) on six forms of the SAT in order to identify relative strengths and weaknesses for male and female students associated with three general areas: the points being tested, the format in which the test items are presented, and the subject matter in which the test items are embedded. In each set of comparisons, the DIF procedure matches male and female students on the basis of overall mathematics score on the test and then identifies test items on which groups with the same total score perform differently. Results suggest that there are identifiable patterns of gender differences in how male and female students arrive at their total scores. These differences have implications for test developers, policymakers, and teachers of mathematics.
影响因子：
4.6
作者：
LINN, MC;PETERSEN, AC
通讯作者：
PETERSEN, AC