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Peer reviewedPlake, Barbara S.; And Others – Educational and Psychological Measurement, 1988
The effect of item context on differential item performance based on gender on mathematics test items was studied, using 404 male and 375 female adults. The analyses were based on a modified one-parameter item response theory methodology. Gender differences emerged; however, they may be due to chance. (TJH)
Descriptors: Achievement Tests, Adults, Latent Trait Theory, Mathematics Tests
Peer reviewedZoller, Uri; Ben-Chaim, David – Journal of Research in Science Teaching, 1989
Surveys the trait anxiety profile and preference concerning types of examinations of preservice science teachers. Reports that the students prefer examinations on understanding and analyzing rather than on knowing and remembering, and that students' anxiety states correlate with the type of examination and sex. (Author)
Descriptors: Achievement Tests, College Science, Preservice Teacher Education, Science Education
Plake, Barbara S.; And Others – 1981
Effects of item arrangement (easy-hard, uniform, and random), test anxiety, and sex on a 48-item multiple-choice mathematics test assembled from items of the American College Testing Program and taken by motivated upper level undergraduates and beginning graduate students were investigated. Four measures of anxiety were used: the Achievement Test…
Descriptors: Academic Achievement, Achievement Tests, Difficulty Level, Higher Education
Peer reviewedHamilton, Laura S. – Educational Evaluation and Policy Analysis, 1998
Gender differences on the National Education Longitudinal Study of 1988 science tests were explored through statistical analyses and interviews with 25 high school students. Results show the importance of studying the validity of the outcome measure and suggest that conclusions about group differences and correlates of achievement depend on the…
Descriptors: Achievement Tests, Correlation, High School Students, High Schools
Download full textHamilton, Laura S.; Snow, Richard E. – 1998
This study explores methods for detecting gender-based differential item functioning (DIF) on the 12th grade multiple-choice and constructed-response science tests administered as part of the National Education Longitudinal Study of 1988 (NELS:88). Several combinations of conditioning variables were explored for DIF detection on both tests, and…
Descriptors: Achievement Tests, Constructed Response, Grade 12, High School Seniors
Myerberg, N. James – 1996
As is consistent with national trends, the Montgomery County (Maryland) Public School System is exploring the use of instruments other than multiple-choice tests for high-stakes testing. This paper presents information on racial, ethnic, and gender differences in performance on the various types of tests being administered in the district. Sharing…
Descriptors: Achievement Tests, Constructed Response, Educational Assessment, Elementary Education
Kleinke, David J. – 1979
Four forms of a 36-item adaptation of the Stanford Achievement Test were administered to 484 fourth graders. External factors potentially influencing test performance were examined, namely: (1) item order (easy-to-difficult vs. uniform); (2) response location (left column vs. right column); (3) handedness which may interact with response location;…
Descriptors: Achievement Tests, Answer Sheets, Difficulty Level, Eye Hand Coordination
