Gender Bias in Prediction of Graduate Grade Performance from Miller Analogies Test Scores

1995 ◽  
Vol 129 (3) ◽  
pp. 353-355 ◽  
Author(s):  
J. Daniel House ◽  
Edward J. Keeley
Keyword(s):  
Gender Bias ◽  
Test Scores ◽  
Miller Analogies Test ◽  
Grade Performance

The Gender-bias Effect of Test Scoring and Framing: A Concern for Personnel Selection and College Admission

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Maria Paz Espinosa ◽  
Javier Gardeazabal
Keyword(s):  
Gender Differences ◽  
Student Performance ◽  
Gender Bias ◽  
Personnel Selection ◽  
Test Scores ◽  
College Admission ◽  
Bias Effect ◽  
Multiple Choice Tests ◽  
Choice Tests ◽  
Correction For Guessing

AbstractThis paper analyzes gender differences in student performance in Multiple-Choice Tests (MCT). We report evidence from a field experiment suggesting that, when MCT use a correction for guessing formula to obtain test scores, on average women tend to omit more items, get less correct answers and lower grades than men. We find that the gender difference in average test scores is concentrated at the upper tail of the distribution of scores. In addition, gender differences strongly depend on the framing of the scoring rule.

Obstetrics and birth: effects of experiences and gender bias on student test scores

2021 ◽  
Vol 11 (1) ◽  
pp. 27-33
Author(s):  
Glen Keating ◽  
Amy Marsh ◽  
Adisack Nhouyvanisvong ◽  
Steven Mountfort ◽  
Ron Lawler
Keyword(s):  
Gender Bias ◽  
Test Scores ◽  
Female Students ◽  
Sex Bias ◽  
Individual Student ◽  
Male And Female ◽  
Skills Laboratory ◽  
Minimal Difference ◽  
And Gender ◽  
Using Data

Objectives: Paramedic education requires all students have the experience of attending childbirth. Obstetric (OB) experiences are limited for students in hospitals and even more so in the field. Gender bias may exist in hospital OB rotations for paramedic students but research on this is limited. This study is intended to examine whether a sex bias exists in field or hospital placements and if that bias correlates to OB test scores. Methods: Using data from Fisdap, numbers of OB experiences were analysed and compared to individual student sex and experience type (hospital clinical, field or skills laboratory). The number of experiences were compared to that student's score on the OB section of the Fisdap paramedic readiness examinations version 3 (PRE3) or version 4 (PRE4). Results: Of 12 090 paramedic students, male (n=5625) and female (n=2682) students who took the PRE3 had equal average scores of 0.76 and male (n=2498) and female (n=1285) students who took the PRE4 had average scores of 0.77 and 0.79 respectively. Students who took the PRE3 saw a mean of 4.32 births, a majority of which were in hospital (3.68); there was minimal difference in experiences between male and female students in field or skills laboratory settings, but women saw more births in hospital settings (3.92) than men (3.43). Students who took the PRE4 saw a mean of 4.54 births, a majority of which were in hospital (3.8) and there was minimal difference in experiences between male and female students in field or laboratory settings but women students saw more births in hospital (4.06) than men (3.54). Conclusions There is no correlation between the number of OB emergency encounters by paramedic students and their OB test scores. However, a potential gender bias exists as female students tend to have more labour and birth experiences in hospital settings than their male counterparts, while number of experiences in lab and field settings were similar.

Changes in Ability of Graduate Students in Education to Assess Own Test Performance as Related to Their Miller Analogies Scores

1974 ◽  
Vol 35 (1) ◽  
pp. 97-98 ◽  
Author(s):  
Earl W. Kooker
Keyword(s):  
Graduate Students ◽  
Test Performance ◽  
Test Scores ◽  
Miller Analogies Test

105 graduate students in education, classified into three levels of Miller Analogies Test scores, were asked to estimate their performances on three major tests on statistics. The accuracy of evaluations did not change over the three tests though it was related to their level on the Miller Analogies.

Professors in Core Science Fields Are Not Always Biased against Women: Evidence from France

2015 ◽  
Vol 7 (4) ◽  
pp. 53-75 ◽  
Author(s):  
Thomas Breda ◽  
Son Thierry Ly
Keyword(s):  
Higher Education ◽  
Gender Bias ◽  
Test Scores ◽  
Natural Experiment ◽  
Education Institution ◽  
Entrance Exam ◽  
Evaluation Bias ◽  
Male Dominated ◽  
And Gender ◽  
Written Test

We investigate the link between how male-dominated a field is, and gender bias against women in this field. Taking the entrance exam of a French higher education institution as a natural experiment, we find that evaluation is actually biased in favor of females in more male-dominated subjects (e.g., math, philosophy) and in favor of males in more female-dominated subjects (e.g., literature, biology), inducing a rebalancing of gender ratios between students recruited for research careers in science and humanities majors. Evaluation bias is identified from systematic variations across subjects in the gap between students’ nonanonymous oral and anonymous written test scores. (JEL I23, J16, J71)

Miller Analogies Test scores and ratings of PhD's in psychology.

1953 ◽  
Vol 8 (2) ◽  
pp. 89-90 ◽  
Author(s):  
Gordon V. Watters ◽  
Donald G. Paterson
Keyword(s):  
Test Scores ◽  
Miller Analogies Test

Variability in Mat Results within the Field of Education

1979 ◽  
Vol 45 (2) ◽  
pp. 665-666 ◽  
Author(s):  
Ruth E. Murray
Keyword(s):  
Special Education ◽  
Secondary Education ◽  
Instructional Technology ◽  
Elementary Education ◽  
Analysis Of Variance ◽  
Educational Administration ◽  
Educational Psychology ◽  
Test Scores ◽  
Local Norms ◽  
Miller Analogies Test

This study compared Miller Analogies Test scores for 100 applicants in each of 6 different disciplines within a typical education division ( N = 600). In descending order of mean scores, they included educational psychology, instructional technology, secondary education, educational administration, special education, and elementary education. One-way analysis of variance was computed. Significant differences involved two clusters of means, the first three areas and the last three. Since variability was noted among areas, more specialized and local norms might be useful.

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