Item Format, Cognitive Domain, and Gender Interaction in TIMSS (Trends in International Mathematics and Science Study) 2011 Science Results

• In Event: Assessing for Learning: Exploring Assessment Strategies for Supporting Conceptual Change

Abstract

The purpose of this study was to examine Taiwanese students’ science performance in terms of the interaction between gender and two test-related components, item format and cognitive domains. The data came from the 2011 administration of TIMSS. A multidimensional Rasch model was used to estimate student abilities for each component. The results indicated that girls performed significantly worse than boys in multiple-choice items, but did better in constructed-response items. No gender difference was found in the cognitive domain in general. For the effects of the interaction, the item format particularly had a differential role in the lower cognitive domains. The results of this study shed light the possible differential function of the item format on student science achievement by gender.

Authors

• Pey-Yan Liou, National Central University - Graduate Institute of Learning and Instruction

• Okan Bulut, University of Alberta