Gender-Related Differences on Open and Closed Assessment Tasks

Autor/in	Anderson, Johnston
Titel	Gender-Related Differences on Open and Closed Assessment Tasks
Quelle	In: International Journal of Mathematical Education in Science and Technology, 33 (2002) 4, S.495-503 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
Schlagwörter	Objective Tests; Academic Achievement; Gender Differences; Student Evaluation; Mathematical Logic; Validity; Critical Thinking; Questioning Techniques; Learning Strategies; Comprehension; Mathematics Education + Suchen Sie Ihr Suchwort? Objektiver Test; Schulleistung; Geschlechterkonflikt; Schulnote; Studentische Bewertung; Mathematical logics; Mathematische Logik; Gültigkeit; Kritisches Denken; Befragungstechnik; Fragetechnik; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Verstehen; Verständnis; Mathematische Bildung
Abstract	The use of short assessment tasks can provide valuable information about undergraduates' knowledge and understanding. However, it is known that there are gender-related differences in performance on certain types of objective tests, both among school pupils and university undergraduates. This article focuses on undergraduate learning, using a mixture of tasks presented in either an open or closed form. Although the success rate in performing the given tasks seems to depend on the degree of openendedness inherent, more unexpected is the consistent difference in achievement between men and women students. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10