1 Forskningsprogram for Fagdidaktik, Danish School of Education, Aarhus University, Aarhus University2 Department of Curriculum Research, Danish School of Education, Aarhus University, Aarhus University3 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University4 Department of Education - Curriculum Research, Danish School of Education, Arts, Aarhus University5 Danish School of Education - Didaktikuddannelserne, Emdrup, Danish School of Education, Arts, Aarhus University
right and wrong answers from a gender perspectiverigtige for forkerte svar set i kønsperspektiv
The intention by introducing Computer-based Assessment in Science (CBAS) was to reduce the reading load and to retain the science content. CBAS succeeded in doing this but in the CBAS test results showed a significant gender difference in favour of males. This means that the computer-based test is not gender-neutral to the same extent as the paper-and-pencil test. Instead of that the items appear to be more difficult for girls than boys in all three countries which went through CBAS. Within the Danish context we have classified the different items and compared the results with patterns in girls’ and boys’ answers. Twelve items were chosen for focus group interviews with two groups of students – three girls and three boys. The analysis shows that the students need other competencies than in the paper-and-pencil test and another problem solving strategy. In the Danish context this may be one explanation for the bigger gender difference in CBAS. The items mediate a gendered impression which influences girls more than boys. This together with the social settings around the test requires a high self confidence to score high in the test.
Eur: New Approaches To Skills Assessment and Implications for Large-scale Testing, 2009, p. 201-208