ERIC Number: ED372115
Record Type: Non-Journal
Publication Date: 1994-Apr
Reference Count: N/A
The Effect of Context and Gender on Assessment of Estimation.
Lewis, J. C.
Whether boys and girls perform differently on mathematics estimation items with a picture format (applied context [AC] items) compared with items with a numbers-only (NC) format was studied when effects of computational skill, conceptual knowledge, and quantitative ability were controlled. Subjects were approximately 80,000 students from grades 4 through 8 who participated in the 1992 joint national standardization of the Iowa Tests of Basic Skills, Form K, and the Cognitive Abilities Test, Form 5. Because of the way items were selected for the estimation subtest, it was not meaningful to compare performance on AC items versus NC items alone. However, the interaction of gender with item type as mediated by computational skill, conceptual knowledge, and quantitative ability was examined. In general, males performed slightly better than females on these items, but there did not seem to be a consistent pattern of differences favoring one item type over the other for either gender group. In addition, differences were so small that there seemed to be little need for concern about gender bias attributable to applied context versus the numbers-only context. Eight tables and seven figures present the analyses. (Contains 13 references.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Iowa Tests of Basic Skills; Cognitive Abilities Test