Gender gap in comparative studies of reading comprehension: to what extent do the test characteristics make a difference?

Autor/inn/en	Lafontaine, Dominique; Monseur, Christian
Titel	Gender gap in comparative studies of reading comprehension: to what extent do the test characteristics make a difference?
Quelle	In: European educational research journal, 1 (2009) 1, S. 69-79Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2009.8.1.69
Schlagwörter	Bildung; Methodologie; Vergleichsuntersuchung; Geschlechtsspezifischer Unterschied; Indikator; Datenanalyse; Lesekompetenz; Leistungsmessung; Welt; PISA (Programme for International Student Assessment)
Abstract	In this article we discuss how apparently indicators that may appear straightforward, such as gender differences, need to be interpreted with extreme care. In particular, we consider how the assessment framework, and the methodology of international surveys, may have a potential impact on the results and on the indicators. Through analysis of Programme for International Student Assessment (PISA) data we show how increases or decreases in the achievement of some groups of students (either of whole countries or population subgroups like males and females) can, at least partially, result from variations in the framework or the methodology of the respective assessments. The analyses provide evidence that the gender gap is larger for open-ended questions, for continuous texts and for more cognitively demanding reading tasks. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2010/4