Measuring risk taking

Atkins, Warren J.; Leder, Gilah C.; O'Halloran, Peter J.; Pollard, Graham; Taylor, Peter

doi:10.1007/bf00368343

Cited by 21 publications

(11 citation statements)

References 5 publications

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“…Measures of risk-taking use different parameters, depending on the nature of the task and the assumptions of the researcher. Atkins et al [8] discuss three such measures. One of the three, Ziller's statistic, takes into account the number of alternative answers, the number of incorrect responses, and the number of omissions.…”

Section: Risk-taking In Unmastered Tasksmentioning

confidence: 98%

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Forms of passiveness encoding and risk taking of poor math learners

Peled

1997

International Journal of Mathematical Education in Science and

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In light of the role that the error/feedback cycle plays in a child's learning process, this study explores forms of passive behaviour in poor students and suggests another cause for their poor states of knowledge. Two forms of passive behaviour are discussed, one concerning encoding new knowledge and the other involving risk-taking in unmastered tasks. Poor students' levels of risk-taking in the latter situations are compared to good students' risk-taking level in unmastered signed number tasks. The implications of passive behaviour in poor learners are discussed.

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Section: Risk-taking In Unmastered Tasksmentioning

confidence: 98%

“…Atkins et al [8] discuss and evaluate alternative measures of risk-taking. A different measure is used in this work and its rationale is discussed later.…”

Section: Introductionmentioning

confidence: 99%

Forms of passiveness encoding and risk taking of poor math learners

Peled

1997

International Journal of Mathematical Education in Science and

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“…Less guessing could also lead to lower variance among women's scores than men's, potentially reducing the chances that even very talented female test-takers are represented among the highest percentiles of scorers. ‡ Previous work has shown that many test-takers indeed skip questions on these types of examinations, and that female testtakers do tend to skip more questions than their male counterparts when there are penalties for wrong answers (12)(13)(14)(15)(16). § A study that administered a multiple-choice test in a laboratory setting showed that women skip more questions than equally knowledgeable men under negative marking, largely due to differences in risk preferences, and that removing penalties for wrong answers eliminates this gap and reduces the gender gap in raw test scores (1).…”

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confidence: 99%

The impact of penalties for wrong answers on the gender gap in test scores

Coffman

Klinowski

2020

Proc. Natl. Acad. Sci. U.S.A.

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Multiple-choice examinations play a critical role in university admissions across the world. A key question is whether imposing penalties for wrong answers on these examinations deters guessing from women more than men, disadvantaging female test-takers. We consider data from a large-scale, high-stakes policy change that removed penalties for wrong answers on the national college entry examination in Chile. The policy change reduced a large gender gap in questions skipped. It also narrowed gender gaps in performance, primarily among high-performing test-takers, and in the fields of math, social science, and chemistry.

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“…Whether the performance on the AMC of students young for their grade is above or below that of their grade peers is the main question investigated. The data are presented separately for females and males, since gender differences in performance are often reported for mathematics competitions (Atkins, Leder, O'Halloran, Pollard .& Taylor, 1991;Benbow, 1988;Hyde, Fennema, & Lamon, 1990). …”

Section: Accelerationmentioning

confidence: 99%

Achievement in the Australian Mathematics Competition: A question of age?

Leder

Taylor

1995

Math Ed Res J

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Early school entry and acceleration as means of catering for academically able students continue to attract advocates as well as critics. In this paper data from the large Australian Mathematics Competition (AMC) are used to examine the performance in mathematics of students young for their grade. The youngest students generally performed well above average on the AMC papers; the oldest group typically achieved substantially below the grade mean. There were proportionately more males than females in the older group but no gender differences were noted in the composition of the younger group. Items common to papers attempted by students at four grade levels fell into two clusters: questions which were challenging for the majority of students but consistently easy for the best students, and questions which were distinctly difficult for the majority of students but apparently suitable for the best mathematics students. As in other timed mathematics competitions, gender differences in performance were found.

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Measuring risk taking

Cited by 21 publications

References 5 publications

Forms of passiveness encoding and risk taking of poor math learners

Forms of passiveness encoding and risk taking of poor math learners

The impact of penalties for wrong answers on the gender gap in test scores

Achievement in the Australian Mathematics Competition: A question of age?

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