This study tests the hypothesis of a gender difference in academic achievement as a function of measurement method. The biasing influence of measurement method on achievement has been recognized. Campbell and Fiske (1959) suggested that a considerable proportion of the variation in test scores may be due to features of the form of test (method)…

Data from the Third International Mathematics and Science Study (TIMSS) were examined to determine the extent to which the rank ordering of countries based on pupil test performance was consistent across three different item formats: multiple-choice, short-answer, and extended-response. Findings from the analysis are used to make the case that…

Gender differences in scholastic achievement as a function of measurement method were examined by comparing performance of 739 15-year-old boys and 758 15-year-old girls in Irish high schools on multiple-choice and free-response tests of mathematics, Irish, and English achievement. Method-based gender differences are discussed. (SLD)

The reliability, content validity, and construct validity were compared for two test formats in a public examination used to assess a secondary school geography course. The 11-item geography portion of the Intermediate Certificate Examination (essay examination) was administered in June 1987 to 400 secondary school students in Ireland who also…