Investigating the prediction of item difficulty and bias by gender in reading literacy.
Published: 2005
Language: eng
Number of pages: 209
Subjects: Reading -- Ability testing -- Canada.; Reading -- Sex differences.; Test bias.; Educational tests and measurements.
Description: Canadian students have participated in many large-scale assessments that have shown a gap between the genders in favour of females in reading assessment. Gender differences may depend on the particular abilities and skills being assessed and how they are assessed. The purpose of this study was to develop an approach for predicting item difficulty and item bias, based on an item's characteristics (format, type, and task), whether and how much of a difference by gender they are likely to detect. The Canadian reading literacy scores of the PISA 2000 were used to explore such a methodology. The results indicated that item difficulty, not item bias, was predicted from the methodology. This item difficulty was predicted from an item's format (multiple-choice, short-answer, or extended-response), with no significant distinction by gender.
Notes: Thesis (Ph.D.)--University of Toronto, 2005.

Electronic version licensed for access by U. of T. users.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2154.