ERIC Number: EJ1283263
Record Type: Journal
Publication Date: 2021-Jan
Pages: 3
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0031-921X
EISSN: N/A
For Girls, "Just" Just Isn't Scientific
Malik, Umairia; Low, David; Wilson, Kate
Physics Teacher, v59 n1 p19-21 Jan 2021
We ask questions of students in order to probe their understanding. We design our questions in such a way that we can assess a student's progress towards an accurate worldview. However, there is a consensus that a performance gap exists in many physics assessments, where male students outperform their female peers. While early work in this area considered the overall performance gap on testing instruments, in recent years the focus has shifted to item-level gaps. If the reason(s) that performance gaps arise in questions can be identified, then assessment can be designed to reduce or eliminate gender-based biases.
Descriptors: Physics, Science Instruction, World Views, Science Tests, Gender Differences, Gender Bias, Science Achievement, Achievement Gap, Females, Questioning Techniques, Test Items, Test Construction
American Association of Physics Teachers. One Physics Ellipse, College Park, MD 20740. Tel: 301-209-3300; Fax: 301-209-0845; e-mail: pubs@aapt.org; Web site: http://aapt.scitation.org/journal/pte
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A