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SUMMARY:An application of Differential Item and Bundle Functioning analysi
s to the study of gender differences in Mathematics Education: implication
s for educational practitioners.
DTSTART;VALUE=DATE-TIME:20230131T103000Z
DTEND;VALUE=DATE-TIME:20230131T105500Z
DTSTAMP;VALUE=DATE-TIME:20241107T043021Z
UID:indico-contribution-634@cern.ch
DESCRIPTION:Speakers: Clelia Cascella (INVALSI)\nThe study of gender diffe
rences in mathematics attainment has exponentially increased over time as
closing the gap between boys and girls is a priority for both research and
policy. Mathematics has in fact been listed by the European Commission as
one of the ‘key competences’ necessary to all for personal fulfilment
and development. Nonetheless\, there are still several countries around t
he world in which boys significantly outperform girls in mathematics with
negative implications at both individual and collective level (i.e.\, in t
erms of expected employability and wage as well as in terms of societal an
d economic development\, especially considering that the demand of STEM-re
lated job is going to increase).\nThe current research builds on a Marie C
urie project aimed at exploring the possible association between gender di
fferences (particularly\, female underachievement) in mathematics and envi
ronmental socio-cultural and economic factors. Building on results showing
that the more traditional the ‘field’ in which students grow their ge
nder identity\, the better the boys’ attainment in mathematics compared
with girls\, the current study goes a step further by showing how measurem
ent can be used to help educational practitioners in understanding the rel
ationship between students’ gender and their attainment in mathematics.\
nWithin the framework of the Rasch analysis\, educational research has fre
quently employed Differential Item Functioning (DIF) analysis to measure t
he (possible) association between the probability of successfully encounte
ring each single (mathematics) item and a single students’ characteristi
c (such as gender). Differential Functioning occurs when examinees from di
stinct groups\, but matched on ability\, have different probabilities of a
nswering an item correctly. Differential functioning can relate to a singl
e item or to a bundle of items. The former is referred as Differential Ite
m Functioning (DIF)\, the latter as Differential Bundle Functioning (DBF).
\nIn the current study\, after showing results from a systematic literatu
re review about the employment of DBF in educational research\, I present
an application of both DIF and DBF to Large-Scale Assessment (LSA) data\,
collected in Italy by the Italian national institute for the evaluation of
educational system\, in 2017\, at Grade 10 (on average\, 15-years old stu
dents). Results were used to discuss (i) strengths and weaknesses of both
DIF and DBF\; (ii) similarities and differences of these two analyses and\
, thus\, how each of them can be employed to support educational practitio
ners in dealing with gender differences\; as well as (iii) the use of LSA
data in Mathematics Education research.\n\nhttps://indico.unina.it/event/6
0/contributions/634/
LOCATION:Complesso S. Marcellino e Festo G4
URL:https://indico.unina.it/event/60/contributions/634/
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