GENDER DIFFERENCES IN MATHEMATICS AND SCIENCE ON A HIGH-SCHOOL PROFICIENCY EXAM - THE ROLE OF RESPONSE FORMAT

Scores from mathematics and science sections of pilot forms of the Mic higan High School Proficiency Test (HSPT) were examined for evidence o f an interaction between gender and response format (multiple choice o r constructed response). When students of all ability levels were cons idered, the interaction was small in science and nonexistent in mathem atics. When only the highest ability students were considered, male st udents scored higher on the multiple-choice section, whereas female st udents either scored higher on the constructed-response section or the degree to which the male students scored higher was less on the const ructed-response section. Correlations between the formats were high an d did not vary by gender. Standard errors of measurement were similar across gender.