The interaction between item format and gender differences in mathematics performance based on TIMSS data

Gender Differences in Large-Scale Math Assessments: PISA Trend 2000 and 2003

“…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). When the item format was altered, there was no associated change in math performance (Wester, 1995;Wester & Henriksson, 2000). Beller and Gafni's (2000) investigation, based on the 1988 and 1991 International Assessment of Educational Progress mathematics tests, revealed that the gender effects were larger on multiple-choice items than on open constructedresponse items for the 1988 assessment but smaller for the 1991 assessments.…”

An Empirical Study of Gender Difference in the Relationship between Self‐Concept and Mathematics Achievement in a Cross‐Cultural Context

“…In addition, "The Third International Mathematics and Science Study (TIMSS) offers a unique opportunity to examine some of the issues related to gender differences in mathematics achievement" (Fierros, 1999, p. 1). Besides the general reports of gender difference in mathematics achievement for all participating nations (Beaton et al, 1996;Mullis, Martin, Gonzalez et al, 2000), more in-depth investigations have been conducted on gender difference within specific countries (Casey et al, 2001;Cheng & Seng, 2001;Ercikam, McCreith, & Lapointe, 2005;Hosenfeld et al, 1999;Wester & Henriksson, 2000).…”

“…No other large-scale data have been gathered in this period to support an empirical comparison two years before and after the sovereignty handover. Besides including indicators of the English push factor particularly sensitive to the language policy change, these two projects are also pertinent to investigations of mathematics achievement (Beaton et al, 1996;Mullis, Martin, Fierros et al, 2000), self-concept (Mullis et al, 2001;Wang, 2004), and gender difference (Casey et al, 2001;Cheng & Seng, 2001;Ercikam et al, 2005;Fierros, 1999;Hosenfeld et al, 1999;Wester & Henriksson, 2000). Built on these important features of TIMSS and TIMSS-R, this study is designed to examine gender difference in the reciprocal relationship between student self-concept and mathematics achievement in the context of policy change during the sovereignty handover.…”

“…Permission has been granted to each country to add special items to the international instrument during data collection (Martin, Gregory, & Stemler, 2000). As a result, some researchers have set aside its comparative nature, and chose to focus their TIMSS and TIMSS-R data analyses within a single nation (e.g., Casey, Nuttall, & Pezaris, 2001;Hosenfeld, Koller, & Baumert, 1999;Wester & Henriksson, 2000).…”

Sex differences in arithmetical performance scores: Central tendency and variability

“…Apart from these factors, item difficulty (Bielinski & Davison, 2001;Penner, 2003) and test format (i.e., multiple choice vs. open-ended; DeMars, 2000;Wester & Henriksson, 2000) could also be considered as possible influences on the direction and magnitude of sex differences in mathematical abilities. To minimize the possible confounding influences of these factors in the present study, all participants completed the same time-restricted arithmetical abilities test (i.e., the Arithmetic Tempo Test; De Vos, 1992).…”