Gender differences in national assessment of educational progress science items: What does “i don't know” really mean?

Abstract

The National Assessment of Educational Progress Science Assessment has consistently revealed small gender differences on science content items but not on science inquiry items. This assessment differs from others in that respondents can choose “I don't know” rather than guessing. This paper examines explanations for the gender differences including (a) differential prior instruction, (b) differential response to uncertainty and use of the “I don't know” response, (c) differential response to figurally presented items, and (d) different attitudes towards science. Of these possible explanations, the first two received support. Females are more likely to use the “I don't know” response, especially for items with physical science content or masculine themes such as football. To ameliorate this situation we need more effective science instruction and more gender‐neutral assessment items.

Will girls be left behind? Gender differences and accountability

“…Linn and coworkers suggested that including the ''I don't know'' foil introduced risk-taking as a factor and that girls, in general, are more adverse to risk-taking than boys are. Further, gender differences in performance are exacerbated in multiple-choice tests by the ''I don't know'' foil, giving boys a 20% to 25% chance of receiving credit for a guess (Linn et al, 1987).…”

Gender and Racial/Ethnic Differences on Performance Assessments in Science

“…That is, multiple-choice tests reward students who guess (Rowley, 1974;Slakter, 1968), and boys are more willing to take this risk (Ben-Shakhar & Sinai, 1991;Hanna, 1986). Females, on the other hand, are more likely to choose an "I don't know" response option, particularly on physical science questions (Linn, Benedictis, Delucchi, Harris, & Stage, 1987). However, girls score significantly higher than boys on multiple-choice reading tests (Langer, Applebee, Mullis, & Foertsch, 1990;Pinnell et al, 1995), so it is not clear that format…”

Comprehending a Non-text: A Study of Gender-based Differences in EFL Reading Comprehension

“…It can be said that males are more risk takers in performing on language tests. It has been suggested that girls are more reluctant to guess on multiple-choice questions than boys; boys overestimate their likelihood of success and hence take risks unknowingly, for which they are rewarded (Linn, et al 1987. Similarly, males tend to guess more on multiple-choice exams whereas girls tend to omit the items they are not sure about (Bolger and Kellaghan, 1990).…”