基于Rasch模型的高考数学性别DIF检验
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摘要
利用基于Rasch模型的DIF检验方法,对近10年高考数学106道选择题进行性别DIF检验,得出有利于男生的试题有55道,有利于女生的试题有51道,在14道中度和重度以上DIF试题中,各有7道题分别有利于男生或女生,因此可以得出试题在总体上没有较大的性别差异;再通过对14道具有中度和重度以上DIF试题考查的内容和能力进行分析得出,男生在空间想象能力方面具有一定的优势,女生在计算能力方面具有一定的优势,造成差异的原因除与试题特征(考查的内容和能力)有关外,还可能与考试过程中的心理因素有关,需要综合考虑多种因素并加以验证。
Using the method of DIF based on Rasch model, 106 math multiple choice items of the college entrance examinations in the recent 10 years are tested by gender DIF test. It can be concluded that 55 items are to boys' advantage, while 51 items are to girls'. Among 14 items with moderate DIF or above, 7 items are to boys' or girls' advantage respectively, so it can be concluded that there is no significant gender difference in the whole test.Analyses of content and ability of the 14 items indicate that boys have certain advantage in spatial imagination and girls in computing. In addition to test features(content and ability), psychological factors during the test may also contribute to these differences. Different factors need to be considered and verified.
Using the method of DIF based on Rasch model, 106 math multiple choice items of the college entrance examinations in the recent 10 years are tested by gender DIF test. It can be concluded that 55 items are to boys' advantage, while 51 items are to girls'. Among 14 items with moderate DIF or above, 7 items are to boys' or girls' advantage respectively, so it can be concluded that there is no significant gender difference in the whole test.Analyses of content and ability of the 14 items indicate that boys have certain advantage in spatial imagination and girls in computing. In addition to test features(content and ability), psychological factors during the test may also contribute to these differences. Different factors need to be considered and verified.
引文
[1]BRIDGEMAN B,LEWIS C.Gender differences in college mathematics grades and SAT-M scores:A Rreanalysis of Wainer and Steinberg[J].Journal of Educational Measurement,1996,33(3):257-270.
[2]GALLAGHER A M.Gender and antecedents of performance in mathematics testing[J].Teachers College Record,1998,100(2):297-314.
[3]GIERL M J,BISANZ J,BISANZ G L,et al.Identifying content and cognitive skills that produce gender differences in mathematics:Ademonstration of the multidimensionality-based DIF analysis paradigm[J].Journal of Educational Measurement,2003,40(4):281-306.
[4]LINN M C,HYDE J S.Gender,mathematics,and science[J].Educational Researcher,1989,18(8):17-19.
[5]GALLAGHER A M,DE LISI R,HOLST P C,et al.Gender differences in advanced mathematical problem solving[J].Journal of Experimental Child Psychology,2000,75(3):165-190.
[6]CAI J.Exploring gender differences in solving open-ended mathematical problems[C].Columbus:The annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,1995.
[7]GALLAGHER A M.Sex differences in problem-solving strategies used by high scoring examinees on the SAT-M[M].New York:College Entrance Examination Board,1992.
[8]CARLTON S T,HARRIS A M.Female/male performance differences on the SAT:Causes and correlates[C].San Francisco:The annual meeting of the American Educational Research Association,1989.
[9]O’NEILL K A,WILD C L,MCPEEK W M.Gender-related differential item performance on graduate admissions tests[C].San Francisco:The annual meeting of the National Council on Measurement in Education,1989.
[10]CARLTON S T,HARRIS A M.Characteristics of differential item performance on the Scholastic Aptitude Test-selected ethnic group comparisons[C].San Francisco:The Annual Meeting of the National Council on Measurement in Education,1989.
[11]王文中.Rasch测量理论与其在教育和心理之应用[J].心理测量,2004,27(4):637-694.
[12]ADAMS R J,WILSON M R.Formulating the Rasch model as a mixed coefficients multinomial logit[M]//ENGELHARD G,WIL-SON M.Objective Measurement:Theory into Practice.Norwood,NJ:Ablex,1996.
[13]PAEK I.Investigations of differential item functioning:comparisons among approaches,and extension to a multidimensional context[D].San Francisco:UC Berkeley,2002.
[14]LINACRE M.Winsteps Rasch Tutorials[EB/OL].[2019-01-09].http://www.winsteps.com/tutorials.htm.
[2]GALLAGHER A M.Gender and antecedents of performance in mathematics testing[J].Teachers College Record,1998,100(2):297-314.
[3]GIERL M J,BISANZ J,BISANZ G L,et al.Identifying content and cognitive skills that produce gender differences in mathematics:Ademonstration of the multidimensionality-based DIF analysis paradigm[J].Journal of Educational Measurement,2003,40(4):281-306.
[4]LINN M C,HYDE J S.Gender,mathematics,and science[J].Educational Researcher,1989,18(8):17-19.
[5]GALLAGHER A M,DE LISI R,HOLST P C,et al.Gender differences in advanced mathematical problem solving[J].Journal of Experimental Child Psychology,2000,75(3):165-190.
[6]CAI J.Exploring gender differences in solving open-ended mathematical problems[C].Columbus:The annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education,1995.
[7]GALLAGHER A M.Sex differences in problem-solving strategies used by high scoring examinees on the SAT-M[M].New York:College Entrance Examination Board,1992.
[8]CARLTON S T,HARRIS A M.Female/male performance differences on the SAT:Causes and correlates[C].San Francisco:The annual meeting of the American Educational Research Association,1989.
[9]O’NEILL K A,WILD C L,MCPEEK W M.Gender-related differential item performance on graduate admissions tests[C].San Francisco:The annual meeting of the National Council on Measurement in Education,1989.
[10]CARLTON S T,HARRIS A M.Characteristics of differential item performance on the Scholastic Aptitude Test-selected ethnic group comparisons[C].San Francisco:The Annual Meeting of the National Council on Measurement in Education,1989.
[11]王文中.Rasch测量理论与其在教育和心理之应用[J].心理测量,2004,27(4):637-694.
[12]ADAMS R J,WILSON M R.Formulating the Rasch model as a mixed coefficients multinomial logit[M]//ENGELHARD G,WIL-SON M.Objective Measurement:Theory into Practice.Norwood,NJ:Ablex,1996.
[13]PAEK I.Investigations of differential item functioning:comparisons among approaches,and extension to a multidimensional context[D].San Francisco:UC Berkeley,2002.
[14]LINACRE M.Winsteps Rasch Tutorials[EB/OL].[2019-01-09].http://www.winsteps.com/tutorials.htm.