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Previous studies have claimed that male advantage may arise from multiple choice question types; we have made a detailed evaluation of this hypothesis, finding limited evidence that female students are disadvantaged by multiple choice questions in summative assessment. Additionally, we find no significant evidence of a gender gap around the use of multiple choice type questions, including variants such as multiple response questions, in formative assessment. Our findings suggest that the use of a multiple choice question format is not a significant factor in the gender gap in assessment.

Investigating male bias in multiple choice questions: contrasting formative and summative settings