1 |
Beller, M. & Gafni, N. (1996). The 1991 International assessment of educational progress in mathematics and sciences: The gender differences perspective. Journal of Educational Pscychology, 88(2), 365-377
DOI
ScienceOn
|
2 |
Bolger, N. & Kellaghan, T. (1990). Method of measurement and gender differential guessing tendencies. Journal of Educational Measurement, 28, 23-25
DOI
ScienceOn
|
3 |
Bridgeman, B. & Lewis, C. (1994). The relationship of essay and multiple-choice scores with grades in college courses. Journal of Educational Measurement. 31, 37-50
DOI
ScienceOn
|
4 |
Hamilton, L. S. (1998). Gender differences on high school science achievement tests: Do format and content matter? Educational Evaluation and Policy Analysis. 20, 179-195
DOI
|
5 |
Jeon, K. & Noh, T. (2001). The effects of problem solving strategy and paired think-aloud problem solving on high school students' chemistry problem solving. Journal of the Korean Association for Research in Science Education, 21(2), 289-298
|
6 |
Jones, A. T. & Kirk, C. M. (1990). Gender differences in students' interests in applications of school physics. Physical Education, 25, 308-313
DOI
ScienceOn
|
7 |
Kahle, J. B. & Lakes, M. L. (1983). The myth of equality in science classroom. Journal of Research in Science Teaching, 20(2), 131-140
DOI
|
8 |
Martin, M. O., Mullis, I. V. S., Gonzales, E. J. , Gregory, K. D., Smith, T. A., Chrostowski , S. J., Garden, R. A. & O'Connor, K.M. (2000). TIMSS 1999: International Science Report. International Study Center Boston College Lynch School of Education
|
9 |
Mullis, I. V. S., Martin, M. O., Fierros, E. G., Goldberg, A. L., & Stemler, S. E. (2000). Gender differrences in achievement: lEA’ s Third International Mathematics and Science Study(TIMSS). International Study Center. Lynch School of Education, Boston College
|
10 |
Paris, S. G., Lawton, T. A., Turner, J. C. & Ruth, J. (1991). A developmental perspective on standardized achievement testing. Educational Researcher, 20(5), 12-20
DOI
ScienceOn
|
11 |
Shin, D. & Kim, D. (2003). Assessment type and gender differences in science achievement. Journal of Korean Earth Science Society, 23(3), 265-275
|
12 |
Wester-Wedman, A. (1992). Using open-ended questions in the DTM test (PM No. 56). Umea, Sweden: Department of Education, University of Umea
|
13 |
Willingham, W. W. & Cole, N. (1997). Gender and fair assessment. Mahwah, NJ: Erlbaum
|
14 |
Young, D. J. & Fraser, B. J. (1994). Gender differences in science achievement: Do school effects make a difference? Journal of Research in Science Teaching, 31(8), 857-871
DOI
ScienceOn
|
15 |
Haggerty, S. M. (1987). Gender and science achievement: A case study. International Journal of Science Education, 9, 271-279
DOI
|
16 |
Bell, R.C. & Hay, J.A. (1987). Differences and biases in English language examination formats. British Journal of Educational Psychology, 57, 212-220
DOI
|
17 |
Feingold, A. (1995). The additive effects of differences in central tendency and variability are important in comparisons between groups. American Psychologist, 50, 5-13
DOI
ScienceOn
|
18 |
Klein, S. P., Jovanonic, J., Stecher, B. M., McCaffrey, D., Shavelson, R. J., Haertel, E., Solano-Flores, G. & Comfort, K. (1997). Gender and racial/ethnic differences on performance assessments in science. Educational Evaluation and Policy analysis, 19(2), 83-97
DOI
|
19 |
Aberg-Bengtsson, L. (1999). Dimension of performance in the interpretation of diagrams, tables, and maps: Some gender differences in the Swedish Scholarstic Aptitude Test. Journal of Research in Science Teaching, 36(5), 565-582
DOI
ScienceOn
|
20 |
Hamilton, L. S., Nussbaum, E.M., & Snow, R.E. (1997). Interview procedures for validating science assessments. Applied Measurement in Education, 10(2), 181-200
DOI
ScienceOn
|
21 |
Cole, N. S. (1997). The ETS gender study: How males and females perform in educational settings. Prinston, NJ: Educational Testing Service
|
22 |
Kim, J., Lee, M., Yoo, J., & Han, K. (2001). National assessment of educational achievement in science: Year 2001. Korea Institute of Curriculum & Evaluation Research Report PRE 2001-5-5
|
23 |
Linn, M. C. & Hyde, J. S. (1989). Gender, mathematics, and science. Educational Researcher, 18, 17-19
|
24 |
Maury, S., Janvier, M. & BailIe, J. (1990). Diagram processing procedures. European Journal of Psychology of Education, 5, 293-307
DOI
|
25 |
Rennie, L. J. (1991). The relationship between affect and achievement inscience. Journal of Research in Science Teaching, 28(2), 193-209
DOI
|
26 |
Winn, W. & Holiday, W. (1982). Design principles for diagrams and charts. In D.H. Jonassen (Eds.). Englewood Cliffs, NJ: Educational Technology Publications
|
27 |
Makitalo, A. (1993). Gender differences in performance on the DTM subtest in the Swedish Scholastic Aptitude Test as a function of item position and cognitive demands. Unpublished thesis, Goteborg University, Sweden
|
28 |
Hanna, G. (1989). Mathematics achievement of girls and boys in grade eight: Results from twenty countries. Educational Studies in Mathematics, 20, 225-232
DOI
|
29 |
Harding, J. (1980). Sex differences in performance in science examinations. In R. Deem (Eds.), Schooling for Women's Work. London: Routledge and Kegan Paul
|
30 |
Ben-Shakhar, G. & Sinai, Y. (1991). Gender differences in multiple-choice tests: The role of differential guessing tendencies. Journal of Educational Measurement, 28(1), 23-35
DOI
ScienceOn
|
31 |
Kahle, J. B., Lakes, M. L., & Cho, H.(1985). An assessment of the impact of science experienves on the career choices of male and female biology student. Journal of Research in Science Teaching, 22(5), 385-394
DOI
|
32 |
Wester, A. (1992). Item bias with respect to gender interpreted in the light of problem-solving strategies (EM No.3). Umea, Sweden: Department of Education, University of Umea
|
33 |
Wester, A. (1995). The importance of item format with respect to gender differences in test performance: A study of open-format items in the DTM test. Scandinavian Journal of Educational Research, 39, 335-346
DOI
ScienceOn
|
34 |
Dimitrov, D. M. (1999). Gender differences in science achievement: Differential effect of ability, response format, and strands of learning outcomes. School Science and Mathematics, 99(8), 445-450
DOI
ScienceOn
|
35 |
Choi, K. & Kim, K. (2001). The effects of girl-friendly science content and method on middle school girl's attitude toward science. Journal of the Korean Association for Research in Science Education, 21(1), 149-159
|
36 |
Shin, D. (2000). An analysis of elementary 'Chayon' textbooks: From a perspective of gender fairness. Journal of the Korean Association for Research in Science Education, 20(2), 193-199
|
37 |
Wester, A. & Henrikson, W. (2000). The interaction between item format and gender differences in mathematics performance based on TIMSS data. Studies in Educational Evaluation, 26, 79-90.
DOI
ScienceOn
|
38 |
Shin, D. & Park, C. (2002). Korean students' achievement of earth science in international comparative studies: From the perspectives of gender differences. Journal of Korean Earth Science Society, 23(3), 207-220
|
39 |
Song, J., Pak, S. & Jang, K. (1992). Attitudes of boys and girls in elementary and secondary schools towards science lessons and scientists. Journal of the Korean Association for Research in Science Education, 12(3), 109-118
|
40 |
Stumpf, H. & Stanley, J. C. (1996). Gender-related differences on the college board's advanced placement and achievement tests, 1982-1992. Journal of Educational Psychology, 88, 353-364
DOI
ScienceOn
|
41 |
Winn, W. (1993). An account of how readers search for information in diagrams. Contemporary Educational Psychology, 18, 162-185
DOI
ScienceOn
|
42 |
OECD (2001). Knowledge and skills for life: First results from PISA 2000. Paris: OECD Publications, 322p
|
43 |
O'Neil, H. F. & Brown, R. S. (1998). Differential effects of question formats in math assessment on metacognition and affect. Applied Measurement in Education, 11, 331-351
DOI
ScienceOn
|
44 |
Shin, D., Park, C. & Noh, K. (2002). Gender differences in achievement of earth and environmental area in PISA 2000. Journal of the Korean Association for Research in Science Education, 22(1), 40-53
|
45 |
Hedges , L. V. & Nowell, A. (1995). Sex differences in mental test scores, variability, and numbers of high-scoring individuals. Science, 269, 41-45
DOI
|