METHOD OF MEASUREMENT AND GENDER DIFFERENCES IN SCHOLASTIC ACHIEVEMENT

被引：75

作者：

BOLGER, N ^{[1
]}

KELLAGHAN, T ^{[1
]}

机构：

[1] ST PATRICKS COLL,EDUC RES CTR,DUBLIN 9,IRELAND

来源：

JOURNAL OF EDUCATIONAL MEASUREMENT | 1990年 / 27卷 / 02期

关键词：

D O I：

10.1111/j.1745-3984.1990.tb00740.x

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Gender differences in scholastic achievement as a function of method of measurement were examined by comparing the performance of 15‐year‐old boys (N = 739) and girls (N = 758) in Irish schools on multiple‐choice tests and free‐response tests (requiring short written answers) of mathematics, Irish, and English achievement. Males performed significantly better than females on multiple‐choice tests compared to their performance on free‐response examinations. An expectation that the gender difference would be larger for the languages and smaller for mathematics because of the superior verbal skills attributed to females was not fulfilled. Copyright © 1990, Wiley Blackwell. All rights reserved

引用

页码：165 / 174

页数：10

共 30 条

[1] A COMPARISON OF THE INFORMATION PROVIDED BY ESSAY, MULTIPLE-CHOICE, AND FREE-RESPONSE WRITING TESTS [J].