CHI TIẾT NGHIÊN CỨU …
Tiêu đề
Gender differences in college mathematics grades and SAT-M scores: A reanalysis of Wainer and Steinberg
Tác giả
Bridgeman B.; Lewis C.
Năm xuất bản
1996
Source title
Journal of Educational Measurement
Số trích dẫn
24
DOI
10.1111/j.1745-3984.1996.tb00492.x
Liên kết
Tóm tắt
Wainer and Steinberg (1992) showed that within broad categories of first-year college mathematics courses (e.g., calculus) men had substantially higher average scores on the mathematics section of the SAT (SAT-M) than women who earned the same letter grade. However, three aspects of their analyses may lead to unwarranted conclusions. First, they focused primarily on differences in SAT-M scores given course grades when the more important question for admissions officers is the difference in course grades given scores on the predictor. Second, they failed to account for differences among calculus courses (e.g., calculus for engineers versus calculus for liberal arts students). Most importantly, Wainer and Steinberg focused on the use of SAT-M as a single predictor. A reanalysis presented here indicated that a more appropriate composite indicator made up of both SAT-M and high school grade point average demonstrated minuscule gender differences for both calculus and precalculus courses.
Từ khóa
Tài liệu tham khảo
Bridgeman B., Wendler C., Prediction of Grades in College Mathematics Courses as a Component of the Placement Validity of SAT-Mathematics Scores, (1989); Bridgeman B., Wendler C., Gender differences in predictors of college mathematics performance and grades in college mathematics courses, Journal of Educational Psychology, 83, pp. 275-284, (1991); Cole N.S., Moss P.A., Bias in test use, Educational Measurement 3rd Ed., pp. 201-219, (1989); Elliott R., Strenta A.C., Effects of improving the reliability of GPA on prediction generally and on comparative predictions for gender and race particularly, Journal of Educational Measurement, 25, pp. 333-347, (1988); Freeberg N.E., Analysis of the Revised Student Descriptive Questionnaire, Phase I: Accuracy of Student-reported Information, (1988); Humphreys L.G., An analysis and evaluation of test and item bias in the prediction context, Journal of Applied Psychology, 71, pp. 327-333, (1986); Linn R.L., Selection bias: Multiple meanings, Journal of Educational Measurement, 21, pp. 33-48, (1984); Ramist L., Lewis C., McCamley-Jenkins L., Student Group Differences in Predicting College Grades: Sex, Language, and Ethnic Groups, (1994); Wainer H., Steinberg L., Sex differences in performance on the mathematics section of the scholastic aptitude test: A bidirectional validity study, Harvard Educational Review, 62, pp. 323-336, (1992)
Nơi xuất bản
National Council on Measurement in Education
Hình thức xuất bản
Article
Open Access
Nguồn
Scopus