Scores from mathematics and science sections of pilot forms of the Michigan High School Proficiency Test (HSPT) were examined for evidence of an interaction between gender and response format (multiple choice or constructed response). When students of all ability levels were considered, the interaction was small in science and nonexistent in mathematics. When only the highest ability students were considered, male students scored higher on the multiple-choice section, whereas female students either scored higher on the constructed-response section or the degree to which the male students scored higher was less on the constructed-response section. Correlations between the formats were high and did not vary by gender. Standard errors of measurement were similar across gender.
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