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Examining Gender Differences in Written Assessment Tasks in Biology: A Case Study of Evolutionary Explanations

机译：在生物书面评估任务中检查性别差异：进化解释的案例研究

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Understanding sources of performance bias in science assessment provides important insights into whether science curricula and/or assessments are valid representations of student abilities. Research investigating assessment bias due to factors such as instrument structure, participant characteristics, and item types are well documented across a variety of disciplines. However, the relationships among these factors are unclear for tasks evaluating understanding through performance on scientific practices, such as explanation. Using item-response theory (Rasch analysis), we evaluated differences in performance by gender on a constructed-response (CR) assessment about natural selection (ACORNS). Three isomorphic item strands of the instrument were administered to a sample of undergraduate biology majors and nonmajors (Group 1: n = 662 [female = 51.6%]; G2: n = 184 [female = 55.9%]; G3: n = 642 [female = 55.1%]). Overall, our results identify relationships between item features and performance by gender; however, the effect is small in the majority of cases, suggesting that males and females tend to incorporate similar concepts into their CR explanations. These results highlight the importance of examining gender effects on performance in written assessment tasks in biology.
机译：了解科学评估中表现偏向的根源可为科学课程和/或评估是否是学生能力的有效体现提供重要的见解。由于仪器结构，参与者特征和项目类型等因素而导致的调查评估偏差的研究已在各种学科中得到了很好的记录。但是，这些因素之间的关系对于通过评估科学实践表现（例如解释）来评估理解的任务尚不清楚。使用项目反应理论（Rasch分析），我们在关于自然选择（ACORNS）的构造反应（CR）评估中评估了性别的表现差异。仪器的三个同构项链分别分配给了本科生物学专业和非专业的样本（组1：n = 662 [女性= 51.6％]; G2：n = 184 [女性= 55.9％]; G3：n = 642 [女性= 55.1％]）。总体而言，我们的研究结果确定了项目特征与性别之间的关系;但是，在大多数情况下影响很小，这表明男性和女性倾向于将相似的概念纳入其CR解释中。这些结果凸显了在生物学的书面评估任务中检查性别对绩效的影响的重要性。

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