Investigating Male Bias in Multiple Choice Questions: Contrasting Formative and Summative Settings

Hedgeland, Holly; Dawkins, Hillary and Jordan, Sally (2018). Investigating Male Bias in Multiple Choice Questions: Contrasting Formative and Summative Settings. European Journal of Physics, 39(5), article no. 055704.

DOI: https://doi.org/10.1088/1361-6404/aad169

Abstract

Previous studies have claimed that male advantage may arise from multiple choice question types; we have made a detailed evaluation of this hypothesis, finding limited evidence that female students are disadvantaged by multiple choice questions in summative assessment. Additionally, we find no significant evidence of a gender gap around the use of multiple choice type questions, including variants such as multiple response questions, in formative assessment. Our findings suggest that the use of a multiple choice question format is not a significant factor in the gender gap in assessment.

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