This paper analyzes gender differences in student performance in Multiple-Choice Tests (MCT). We report evidence from a field experiment suggesting that, when MCT use a correction for guessing formula to obtain test scores, on average women tend to omit more items, get less correct answers and lower grades than men. We find that the gender difference in average test scores is concentrated at the upper tail of the distribution of scores. In addition, gender differences strongly depend on the framing of the scoring rule.
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- Research Articles
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Requires Authentication UnlicensedThe Gender-bias Effect of Test Scoring and Framing: A Concern for Personnel Selection and College AdmissionLicensedMay 6, 2020
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Requires Authentication UnlicensedGender and Educational Variations in the Earnings Premiums of Occupational CredentialsLicensedApril 10, 2020
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Requires Authentication UnlicensedMicrofinance and Moneylenders: Long-run Effects of MFIs on Informal Credit Market in BangladeshLicensedApril 24, 2020
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Requires Authentication UnlicensedMovie Variety and the CityLicensedMay 13, 2020
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Requires Authentication UnlicensedHi-tech Sexism? Evidence from BangladeshLicensedMay 20, 2020
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Requires Authentication UnlicensedMicrofinance and Vulnerability to Seasonal Famine in a Rural Economy: Evidence from Monga in BangladeshLicensedMay 20, 2020
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Requires Authentication UnlicensedImmigration Relief and Insurance Coverage: Evidence from Deferred Action for Childhood ArrivalsLicensedJuly 8, 2020
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Requires Authentication UnlicensedCorporate Social Responsibility and Wage InequalityLicensedJuly 6, 2020
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Requires Authentication UnlicensedThe Optimal Earned Income Tax Credit (EITC) Schedule: A Trapezoid or a Triangle?LicensedJuly 6, 2020