ERIC Number: EJ831078
Record Type: Journal
Publication Date: 2009
Abstractor: As Provided
Reference Count: N/A
Gender Gap in Comparative Studies of Reading Comprehension: To What Extent Do the Test Characteristics Make a Difference?
Lafontaine, Dominique; Monseur, Christian
European Educational Research Journal, v8 n1 p69-79 2009
In this article we discuss how apparently indicators that may appear straightforward, such as gender differences, need to be interpreted with extreme care. In particular, we consider how the assessment framework, and the methodology of international surveys, may have a potential impact on the results and on the indicators. Through analysis of Programme for International Student Assessment (PISA) data we show how increases or decreases in the achievement of some groups of students (either of whole countries or population subgroups like males and females) can, at least partially, result from variations in the framework or the methodology of the respective assessments. The analyses provide evidence that the gender gap is larger for open-ended questions, for continuous texts and for more cognitively demanding reading tasks.
Descriptors: Foreign Countries, Reading Comprehension, Test Format, Comparative Analysis, Evaluation Methods, Gender Differences, International Cooperation, Student Evaluation, Academic Achievement, Guidelines, Reading Tests
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Program for International Student Assessment