Gender differences in variability and extreme scores in an international context

Large-Scale Assessments in Education

Volumn 4, Issue 1, 2016, Pages

  Baye, Ariane ^a   Monseur, Christian ^a  

^a UNIVERSITY OF LIÈGE   (Belgium)

Author keywords

Effect size; Gender; PIRLS; PISA; TIMSS

Indexed keywords

EID: 85014967206     PISSN: None     EISSN: 21960739     Source Type: Journal    
DOI: 10.1186/s40536-015-0015-x     Document Type: Article

References (50)

1. Adams, R., & Wu, M. (Eds.). (2002). PISA 2000 technical report. Paris: OECD.
2. Barro, J., & Lee, J.-W. (2001). International data on educational attainment: updates and implications. Oxford Economic Papers, 3, 541–563.
3. Baudelot, C., & Estabelet, R. (2007). Quoi de neuf chez les filles? Entre stéréotypes et libertés. Paris: Nathan.
4. Beller, M., & Gafni, N. (1996). The 1991 International Assessment of Educational Progress in Mathematics and Sciences: the gender differences perspective. Journal of Educational Psychology, 88(2), 365–377.
5. Bennet, R.E. (1993). On the Meanings of Constructed Response. In R. E. Bennet & W. C. Ward (Ed.), Construction versus choice in cognitive measurement. issues in constructed response, performance testing, and portfolio assessment (pp 1–27). Hove: Lawrence Erlbaum Associates.
6. Blondin, C., & Lafontaine, D. (2005) Les profils des filles et des garçons en sciences et en mathématiques. Un éclairage basé sur les enquêtes internationales. In: M. Demeuse & M. H. Straeten, J. Nicaise, A. Matoul (Eds) Vers une école juste et efficace (pp. 317–34). Brussels: De Boeck.
7. Brozo, W., Sulkunen, S., Shield, G., Garbe, Ch., Pandian, A., & Valtin, R. (2014). Reading, gender, and engagement. Journal of Adolescent and Adult Literacy, 57(7), 584–593.
8. Buchmann, C., & DiPrete, T. (2006). The growing female advantage in college completion: the role of family background and academic achievement. American Sociological Review, 71(4), 515–541.
9. Cohen, J. (1977). Statistical power analysis for the behavioral sciences. New York: Academic Press.
10. Comber, L.C. & Keeves, J.P. (1973). Science education in nineteen counties. Stockholm and New York: Almqvist & Wiksell and Wiley-Halsted Press.
11. Dubet, F. (2010). L’école “embarrassée” par la mixité. Revue française de pédagogie, 171, 77–86.
12. Egrees. (2005). Equity in european educational systems: a set of indicators. European Educational Research Journal, 4(2), 1–151.
13. Elley, W. B. (1992). How in the world do students read? IEA Study of Reading Literacy. The Hague: IEA.
14. Feingold, A. (1992). Sex differences in variability in intellectual abilities: a new look at an old controversy. Rev Educ Res, 62(1), 61–84.
15. Halpern, D. F., Benbow, C. P., Geary, D. C., Gur, R. C., Hyde, J. S., & Gernsbacher, M. A. (2007). The Science of sex differences in science and mathematics. Psychological Science in the Public Interest, 8(1), 1–51.
16. Hedges, L. V., & Friedman, L. (1993). Gender differences in variability in intellectual abilities: a reanalysis of feingold’s results. Review of Educational Research, 63(1), 94–105.
17. Hill, C., Bloom, H., Black, A., & Lipsey, M. (2008). Empirical benchmarks for interpreting effect sizes in research. Child Development Perspectives, 2(3), 172–177.
18. Hyde, J. S., Fennema, E., & Lamon, S. J. (1990). Gender differences in mathematics performance—a meta-analysis. Psychological Bulletin, 107(2), 139–155.
19. Jacobs, J. (1996). Gender inequality and higher education. Annual Review of Sociology, 22, 153–185.
20. Johnson, S. (1996). The contribution of large-scale assessment programmes to research on gender differences. Educational Research and Evaluation, 2(1), 25–49.
21. Kirsch, I., de Jong, J., Lafontaine, D., McQueen, J., Mendelovits, J., & Monseur, C. (2002). Reading for change—performance and engagement across countries. Results from PISA 2000. Paris.
22. Lafontaine, D., & Monseur, C. (2009a). Gender gap in comparative studies of reading comprehension: to what extent do the test characteristics make a difference? European Educational Research Journal, 8(1), 69–79.
23. Lafontaine, D., & Monseur, C. (2009b). Les évaluations des performances en mathématiques sont-elles influencées par le sexe de l’élève ? Mesure et évaluation en éducation, 32(2), 71–98.
24. Lietz, P. (2006a). Issues in the change in gender differences in reading achievement in cross-national research studies since 1992: a meta-analytic view. International Education Journal, 7(2), 127–149.
25. Lietz, P. (2006b). A meta-analysis of gender differences in reading achievement at the secondary school level. Studies in Educational Evaluation, 32(4), 317–344.
26. Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford: Stanford University Press.
27. Marks, G. N. (2008). Accounting for the gender gaps in student performance in reading and mathematics: evidence from 31 countries. Oxford Review of Education, 34(1), 89–109.
28. Marry, C. (2003). Les paradoxes de la mixité filles-garçons à l’école. Perspectives internationales. Rapport pour le PIREF et conférence du 16 octobre 2003 au ministère de l’Éducation nationale. 2003. http://back.ac-rennes.fr/orient/egalchanc/rapmixite22103.pdf
29. Martin, M. O., Gregory, K. D., & Stemler, S. E. (Eds.). (2000). TIMSS 1999 Technical Report: IEA’s Repeat of the Third International Mathematics and Science Study at the Eighth Grade. Chestnut Hill: Boston College.
30. Martin, M. O., & Kelly, D. L. (Eds.). (1996). TIMSS Technical Report: Volume I Design and Development. Chestnut Hill, MA: Boston College
31. Martin, M. O., & Kelly, D. L. (Eds.). (1997). TIMSS Technical Report. Volume II. implementation and analysis, primary and middle school years. Chestnut Hill, MA: Boston College
32. Martin, M. O., & Mullis, I. V. S. (Eds.). (1996). TIMSS: quality assurance in data collection. Chestnut Hill: Boston College.
33. Martin, M.O. & Mullis, I.V.S. (Eds.). (2012). Methods and procedures in TIMSS and PIRLS 2011. Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College.
34. Martin, M. O., Mullis, I. V. S., & Chrostowski, S. J. (Eds.). (2004). TIMSS 2003 technical report. Chestnut Hill: Boston College.
35. Martin, M. O., Mullis, I. V. S., & Kennedy, A. M. (Eds.). (2003). PIRLS 2001 technical report. Chestnut Hill: Boston College.
36. Martin, M. O., Mullis, I. V. S., & Kennedy, A. M. (Eds.). (2007). PIRLS 2006 technical report. Chestnut Hill: Boston College.
37. Mullis, I. V. S., Martin, M. O., Fierros, E. G., Goldberg, A. L., & Stemler, S. E. (2000). Gender differences in achievement: IEA’s Third International Mathematics and Science Study (TIMSS). Chestnut Hill: Boston College.
38. Mullis, I. V. S., & Stemler, S. E. (2002). Analyzing gender differences for high-achieving students on TIMSS. In D. F. Robitaille & A. E. Beaton (Eds.), Secondary analysis of the TIMSS data (pp. 277–290). Dordrecht: Kluwer Academic Publishers.
39. Nowell, A., & Hedges, L. V. (1998). Trends in gender differences in academic achievement from 1960 to 1994: an analysis of differences in mean, variance, and extreme scores. Sex Roles, 39(1), 21–43.
40. OECD (Ed.). (2004). Learning for tomorrow’s world—first results from PISA 2003. Paris
41. OECD. (2005). PISA 2003 technical report. Paris: OECD.
42. OECD. (2009a). PISA 2006 technical report. Paris: OECD.
43. ® (2nd ed.). Paris: OECD.
44. OECD. (2014a). Education at a Glance 2014: OECD indicators. Paris: OECD.
45. OECD. (2014b). PISA 2012 technical report. Paris: OECD.
46. OECD & Statistics Canada (2000). Literacy in the Information Age. Final Report of the International Adult Literacy Survey. Paris: OECD; Canada: Minister of Industry.
47. Olson, J. F., Martin, M. O., & Mullis, I. V. S. (Eds.). (2008). TIMSS 2007 technical report. Chestnut Hill: Boston College.
48. UNESCO. (2011). The hidden crisis: armed conflict and education. Paris: United Nations Educational, Scientific and Cultural Organization.
49. Wagemaker, H. (Ed.). (1996). Are girls better readers?: Gender differences in reading literacy in 32 countries. Amsterdam: International Association for the Evaluation of Educational Achievement.
50. Willingham, W. W., & Cole, N. S. (1997). Gender and fair assessment. Mahwah: Lawrence Erlbaum Associates.