Differential item functioning and male-female differences in a large-scale mathematics assessment in Trinidad and Tobago: An examination of Standard 1 mathematics assessment

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dc.contributor.author Brown, Launcelot I.
dc.contributor.author Kanyongo, Gibbs Y.
dc.date.accessioned 2010-04-14T20:36:10Z
dc.date.available 2010-04-14T20:36:10Z
dc.date.issued 2007
dc.identifier.citation Brown, L. I., & Kanyongo, G. Y. (2007). Differential item functioning and male-female differences in a large-scale mathematics assessment in Trinidad and Tobago: An examination of Standard 1 mathematics assessment. Caribbean Curriculum, 14, 49-71 en
dc.identifier.issn 1017-5636
dc.identifier.uri http://hdl.handle.net/2139/6593
dc.description.abstract This study investigates gender differences and the existence of gender-related differential item functioning (DIF) in a large-scale Standard 1 mathematics assessment in Trinidad and Tobago. Although research consistently shows that mathematics scores for male students are usually higher than for female students at the secondary and tertiary levels, the differences are not very clear at the primary level. Actually, results from this study show that female students performed slightly better than male students on this examination. Logistic regression procedure was used to detect DIF items, and the results show that about 17 percent of the items in the examination displayed gender-related DIF; however, for all DIF items the effect sizes were negligible en
dc.language.iso en en
dc.publisher School of Education, UWI, St. Augustine en
dc.subject Student evaluation en
dc.subject Academic achievement en
dc.subject Primary school students en
dc.subject Primary school mathematics en
dc.subject Mathematics tests en
dc.subject Gender differences en
dc.subject Trinidad and Tobago en
dc.title Differential item functioning and male-female differences in a large-scale mathematics assessment in Trinidad and Tobago: An examination of Standard 1 mathematics assessment en
dc.type Article en


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