Oddny Judith Solheim|Kjersti Lundetræ
Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? – A study based on Nordic results in PIRLS, PISA and PIAAC
University of Stavanger|University of Stavanger
gender differences reading seem increase throughout schooling decrease even disappear age reasons unclear study explore whether differences way reading literacy operationalised add understanding varying gender differences international largescale surveys first compare impact gender reading literacy pirls 2011 10yearolds programme international student assessment pisa 2009 15yearolds programme international assessment adult competencies piaac 2012 1624yearolds respectively across nordic countries compare reading literacy operationalised surveys find similar patterns gender differences across nordic countries largest effect sizes pisa smallest piaac even though three surveys define reading literacy similar ways operationalise assess construct differently magnitude observed gender differences appears associated certain assessment features including text type item format aspects reading implementation