Gender and fair assessment

By W. W. Willingham, N. Cole. 1997

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Citations in the corpus

50 Years of Test (Un)fairness: Lessons for Machine Learning (2018, background): “y between blacks and whites. Other than Thomas [61], the test fairness literature of the 1960s and 1970s was typically concerned with race rather than gender (although received attention later, e.g., [67]). The role of culture in gender identity and gender presentation has seen less consideration in”
Examining Teacher–Child Relationships and Achievement as Part of an Ecological Model of Development (2007, background): “In early childhood, females tend to outperform males on standardized assessments of achievement ( Willingham & Cole, 1997 ).”
A Cognitive-Process Taxonomy for Sex Differences in Cognitive Abilities (2004, background): “Women are still enrolled disproportionately in the humanities, social sciences, and education ( Willingham & Cole, 1997 ).”
Relative Reading Achievement: A Longitudinal Study of 187 Children from First through Sixth Grades. (2002, unknown): “Sometimes, however, boys and girls perform equally in reading (Davies & Brember, 1999; Hyde & Linn, 1988; Rowe, 1991; Willingham & Cole, 1997).”
CAUSATION AND RACE (2003, background): “Famous examples of differential prediction abound as reported in Willingham and Cole (1997) and Willingham, Pollack, and Lewis (2000) and the references therein.”
A Historical View of Subgroup Performance Differences on the SAT Reasoning Test (2006, unknown): “Gender differences within ethnic groups have also been studied, although not as comprehensively as gender or ethnicity alone (Coley, 2001; Willingham et al., 1997).”
Sex differences in intrinsic aptitude for mathematics and science?: a critical review. (2005, background): “…underprediction of girls' mathematics performance is widely known (e.g., Gallagher & Kaufman , 2005; Nature Neuroscience Board of Editors, 2005; Willingham & Cole, 1997) but is rarely mentioned in popular discussions of males' and females' aptitude for mathematics (e.g., Cronin, 2005; Pinker,…”
The Relative Equitability of High-Stakes Testing versus Teacher-Assigned Grades: An Analysis of the Massachusetts Comprehensive Assessment System (MCAS) (2001, background): “First, social scientists (Gallagher, 1998; Hyde et al., 1990; Steinkamp & Maehr, 1984; Willingham & Cole, 1997) have suggested that standardized tests in quantitative subjects such as math and science may pose a greater challenge to girls than boys.”
Sex, intelligence and educational achievement in a national cohort of over 175,000 11-year-old schoolchildren in England. (2010, background): “One aspect of school examination at age 16 years in the UK is the strong reliance upon essaywriting, a verbal ability that is reported to show the largest sex differences in favour of girls (Willingham & Cole, 1997).”
Determinants of Individual Differences and Gender Differences in Knowledge. (2001, unknown): “Research has also shown that girls and women tend to achieve higher course grades in high school and beyond in comparison to boys and men (see Dwyer & Johnson, 1997, for a review).”
Self-discipline gives girls the edge : Gender in self-discipline, grades, and achievement test scores (2006, background): “ Willingham and Cole (1997) have pointed out that boys tend to excel on multiple-choice questions, the most prevalent format for standardized tests, whereas girls outperform boys on free-response (e.g., essay) assessments.”
Evaluating Type I Error and Power Rates Using an Effect Size Measure With the Logistic Regression Procedure for DIF Detection (2001, methodology): “Given that the LR DIF procedure could be considered a weighted least squares model, Zumbo and Thomas (1996) extended Pratt’s (1987) demonstration that an additive partitioning of the explanatory variables in an LR was reasonable through the geometry of least squares.”
Do Low-Achieving Students Benefit More from Small Classes? Evidence from the Tennessee Class Size Experiment (2002, background): “Studies based on nationally representative samples have found gender differences favoring females in reading achievement on the order of about two tenths of a standard deviation and gender differences favoring males in mathematics achievement on the order of about one to two tenths of a standard dev”
Can Item Format (Multiple Choice vs. Open-Ended) Account for Gender Differences in Mathematics Achievement? (2000, background): “This future study should be carried out also among older boys and girls, because in general, observations made at the ages of the participants in the current study show smaller gender differences then might be observed at later ages (e.g., Willingham & Cole, 1997 ).”