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Gender differences in national assessment of educational progress science items: What does “i don't know” really mean?
Author(s) -
Linn Marcia C.,
De Benedictis Tina,
Delucchi Kevin,
Harris Abigail,
Stage Elizabeth
Publication year - 1987
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660240307
Subject(s) - psychology , science education , differential (mechanical device) , mathematics education , social psychology , engineering , aerospace engineering
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.