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Abstract
This paper describes the findings of a secondary analysis of data from the Assessment of Performance Unit (APU) Science. APU science data had indicated that there were differences in performance between girls and boys on tasks requiring the application of physics concepts. The analysis discussed here was carried out in order to explore these differences further, and to explore the evidence for a shift in the gender gap between the ages of 13 and 15 years. The questions used were classified in a number of ways; in particular questions were considered in terms of the different physics concept areas. The very detailed analysis of these data revealed a strong relationship between gender differences and the context in which the question was set. However, although levels of performance were undoubtedly related to the particular physics concept being assessed no differential effect of concept was observable with respect to gender.
[1] All data are presented with the permission of the Assessment of Performance Unit, now part of the Evaluation and Monitoring Unit of the School Examinations and Assessment Council. The APU reports are Crown Copyright and should not be reproduced without the permission of the controller of HMSO. This paper represents the views of the named authors which are not necessarily those of APU members or of past members of the teams
Notes
[1] All data are presented with the permission of the Assessment of Performance Unit, now part of the Evaluation and Monitoring Unit of the School Examinations and Assessment Council. The APU reports are Crown Copyright and should not be reproduced without the permission of the controller of HMSO. This paper represents the views of the named authors which are not necessarily those of APU members or of past members of the teams