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Educational and Psychological Measurement
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Differential Performance of Males and Females on Easy to Hard Item Arrangements: Influence of Feedback at the Item Level

Barbara S. Plake

University of Nebraska-Lincoln

Gerald J. Melican

Educational Testing Service

Linda Carter

University of Nebraska-Lincoln

Michael Shaughnessy

University of Nebraska-Lincoln

Differential test performance by males and females was reported on a quantitative examination as a function of item arrangement (Plake, Ansorge, Parker, and Lowry, 1982). Males performed at a higher level than females on tests the items of which were arranged from easy to hard. Plake and Ansorge (1982) speculated that this male superiority may be a function of differential reinforcement in backgrounds of males and females. Using a Latin Square design, this study provided item performance feedback for a nonquantitative examination. Significant sex-by-order effects did not occur, but the lack of this effect could possibly have been due to the use of a nonquantitative examination (Plake and Ansorge, 1983). It still remains to be seen whether, in using a quantitative examination, differential effects of item feedback may be a source of explanation for evidence of sex-by-order effects. Implications for validity of test score interpretation are considered briefly.

Educational and Psychological Measurement, Vol. 43, No. 4, 1067-1075 (1983)
DOI: 10.1177/001316448304300416
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