Can Item Format (Multiple Choice vs. Open-Ended) Account for Gender Differences in Mathematics Achievement?
By M. Beller, N. Gafni. 2000
86 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/2dfefe7a6fd0fc2d7edbf7b8fbae75e09b190398
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In Experimental and Cognitive Psychology
- Ou Lydia Liu
- Mark R. Wilson
- Menucha Birenbaum
- Filip Dochy
- D. Gijbels
- G. V. D. Watering
- D. Kalaycioğlu
In Statistics and Probability
Citations in the corpus
- A comparison of performance and attitudes in mathematics amongst the ‘gifted’. Are boys better at mathematics or do they just think they are? (2008, background): “Some studies have shown that boys do better on the most difficult questions (Beller and Gafni 2000 ; Penner 2003 ) or that girls outperform boys on the easier questions with no difference on the most difficult questions (Duffy et al.”
- Students’ assessment preferences, perceptions of assessment and their relationships to study results (2008, background): “According to the studies of BenChaim and Zoller (1997), Birenbaum and Feldman (1998), Traub and McRury (1990) and Zeidner (1987) students, especially the males (Beller and Gafni 2000), generally prefer multiple choice formats, or simple and de-contextualised questions, over essay type assessments or”
- Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003 (2009, result): “Furthermore, other studies found that item format did not explain any of the gender differences in performance ( Beller & Gafni, 1996 ; Breland, Danos, Kahn, Kubota, & Bonner, 1994 ).”
- Gender Differences in Interest and Knowledge Acquisition: The United States, Taiwan, and Japan (2002, background): “The questions were openended, a format that, if anything, favors girls (Stumpf & Stanley, 1999; but see Beller & Gafni, 2000, for a more nuanced view), and were presented in a random order; students were allowed 12 min to write their answers.”
- Assessment and instruction preferences and their relationship with test anxiety and learning strategies (2007, background): “As for further studies, they should compare the instruction and assessment preferences of the two sexes since there is some evidence for gender differences with respect to item-type preferences ( Beller and Gafni 2000 ).”