MATHEMATICS ASSESSMENT: CAUSES AND SOLUTIONS OF GENDER BIASED ITEMS

Abstract

This paper examines the phenomenon of gender-biased items in Mathematics assessments, exploring both the causes and potential solutions. Gender bias in Mathematics tests can result from various factors, including item format, context of Mathematics test item, cultural stereotypes, differential item functioning, and teacher expectations. To address these biases, several solutions are proposed. These include the use of differential item functioning analysis to detect and eliminate biased items, incorporating diverse item formats, training for educators to recognize and counteract their own biases, and designing assessments that are culturally and contextually inclusive. Additionally, promoting a growth mindset and encouraging female participation in Mathematics from an early age can help mitigate the long-term impacts of gender bias in assessments. By addressing gender bias in Mathematics assessment, the study contributes to creating a more equitable learning environment for all students.