Affiliation:
1. New South Wales Board of Studies
Abstract
Sex differences in Higher School Certificate achievement were analysed by adjusting for differential selection. A general ability criterion, favouring neither sex, was developed by modifying the Tertiary Entrance Score (TES). For each course, sex differences in achievement were displayed over eight Key Learning Areas (KLAs). Contrary to many studies based on a more restricted set of courses, it was found that females outperformed males overall. In five KLAs, females outscored males; in two, the results were mixed; and in one (Mathematics) males outscored females. Although the female TES median was 15 marks higher, males performed slightly better at high TES levels. The explanation given was that males tend to specialise in more highly intercorrelated courses than females, which creates variance in their aggregate.
Reference58 articles.
1. A Didactic Explanation of Item Bias, Item Impact, and Item Validity From a Multidimensional Perspective
2. Sex and Background Factors: Effect on ASAT Scores
3. Angoff W.H. (1971). Scales, norms and equivalent scores. In Thorndike R.L. (Ed.), Educational measurement (2nd ed.) (pp. 508–600). Washington, DC American Council on Education
Cited by
10 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献