Item Characteristics and Gender Differences on the SAT-M for Mathematically Able Youths

Abstract

Item responses of a group of mathematically talented junior high school students were studied to explore the significant advantages that have been reported for males on the mathematical sections of the Scholastic Aptitude Test (SAT-M). Rasch latent trait item difficulties were estimated, and a regression-like linear analysis was used to examine the interactions of item features with sex of examinees. SAT-M items were classified by subject-matter content, item format, section membership, and whether a figure was presented with the item; their serial position also was considered. Examinees were grouped by sex, grade, and level of performance. Data sufficiency items were easier for all examinees than were multiple-choice items, and were much easier for the girls than for the bosys. Serial position of the items was important, with later items being more difficult, and girls found the first and last items “more extreme” than did the boys. Girls found miscellaneous items to be much easier than did the boys, but found the algebra items more difficult. Differences between mean item difficulties of boys and girls for arithmetic and geometry items were negligible. Results suggested that a number of specific aspects of mathematical performance were being measured by the SAT-M for this group of able youths. The patterns of response suggested weaknesses and strengths that might be a focus of mathematics instruction for these bright students.