Background: The sudden growth in online instruction due to COVID-19 restrictions has given renewed urgency to questions about remote learning that have remained unresolved. Web-based assessment software provides instructors an array of options for varying testing parameters, but the pedagogical impacts of some of these variations has yet to be…

National assessments of mathematics are often used as an objective measurement of students' knowledge. However, various factors are believed to influence students' achievements on the national assessments, among which students' invested effort. Moreover, students' effort may vary between genders and might be influenced by the presence of external…

In this paper, it is aimed to evaluate different aspects of students' response time to items in the mathematics test and their test effort as an indicator of test motivation with the help of some variables at the item and student levels. The data consists of 4th-grade Singapore and Turkish students participating in the TIMSS 2019. Response time…

This study reports on the development, validation, and administration of a 48-item multiple-choice test to assess students' representational fluency of linear functions in a physics context (1D kinematics) and a mathematics context. The test includes three external representations: graphs, tables, and formulas, which result in six possible…

Gender differences in competition have been demonstrated in a variety of contexts, yet it remains unclear how people respond to competitors they perceive to be hard or easy, and whether gender differences exist in this response. I run an experiment in eighteen public high school classrooms to study the effect of competing in a math task against…

The study investigated Problem-based Instructional Strategy and Numerical ability as determinants of Senior Secondary Achievement in Mathematics. This study used 4 x 2 x 2 non-randomised control group Pretest-Posttest Quasi-experimental Factorial design. It consisted of two independent variables (treatment and Numerical ability) and one moderating…

The purpose of the study was to examine gender differences in performance on multiple-choice mathematical ability test, administered within the context of high school graduation test that was designed to match eleventh grade curriculum. The transformed item difficulty (TID) was used to detect a gender related DIF. A random sample of 1400 eleventh…

Researchers interested in exploring substantive group differences are increasingly attending to bundles of items (or testlets): the aim is to understand how gender differences, for instance, are explained by differential performances on different types or bundles of items, hence differential bundle functioning (DBF). Some previous work has…

This study explores stereotype threat on low-stakes tests used in a large-scale assessment, math and reading tests in the Education Longitudinal Study of 2002 (ELS). Issues identified in laboratory research (though not observed in studies of high-stakes tests) were assessed: whether inquiring about their race and gender is related to the…

This study investigates whether word problems and mathematically expressed items can be used interchangeably regardless of their linguistic complexities. A sample of sixth grade students was given two forms of a mathematics assessment. The first form included mathematics items with mathematical terms, expressions, and equations whereas the second…

Aims: Through this qualitative approach we intent to investigate the existence of patterns in errors that children with Down's syndrome make while counting. Study Design: The current study can be described as descriptive correlational, while we are also trying to extract data through qualitative analysis. Place and Duration of Study: In the…

Although a substantial amount of research has been conducted on differential item functioning in testing, studies have focused on detecting differential item functioning rather than on explaining how or why it may occur. Some recent work has explored sources of differential functioning using explanatory and multilevel item response models. This…

This study investigated whether the linguistic complexity of items leads to gender differential item functioning (DIF) on mathematics assessments. Two forms of a mathematics test were developed. The first form consisted of algebra items based on mathematical expressions, terms, and equations. In the second form, the same items were written as word…

In this study, we investigated gender and minority achievement gaps on 8th-grade science items employing a multilevel item response methodology. Both gaps were wider on physics and earth science items than on biology and chemistry items. Larger gender gaps were found on items with specific topics favoring male students than other items, for…

Test items are designed to provide information about the examinees. Difficult items are designed to be more demanding and easy items are less so. However, sometimes, test items carry with their demands other than those intended by the test developer (Scheuneman & Gerritz, 1990). When personal attributes such as gender systematically affect…