This chapter examines how males and females perform on different types of assessment tasks and in different disciplines. The focus is on assessment tasks that indicate students’ levels of achievement in the academic disciplines taught in school: reading/language arts, mathematics, science and social studies. The population of interest is school-aged children. Three sections develop a line of inquiry based on questions. First, are there gender differences in achievement? If so, what might they mean? And does the assessment process itself contribute to creating them? The approach taken here is to examine large-scale national and international studies of achievement, using, when possible, standardised measures of effect sizes. This book presents international perspectives on student achievement, and thus this chapter aims to report gender issues across national borders.
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Keywords
- Gender Difference
- Differential Item Function
- Test Anxiety
- Advance Placement
- Differential Item Function Analysis
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Brookhart, S.M. (2009). Assessment, Gender and In/Equity. In: Wyatt-Smith, C., Cumming, J.J. (eds) Educational Assessment in the 21st Century. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-9964-9_7
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