Culturally competent assessment: more than nonbiased tests.
The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive. An extensive literature on test bias has failed to find evidence of bias sufficient to fully explain disproportion...
| Publicado en: | Journal of Child & Family Studies Vol. 11; no. 1; pp. 61 - 79 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Springer Science & Business Media B.V.
March 2002
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=507748488&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 507748488 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10621024 JFM jtl: Journal of Child & Family Studies issn: 10621024 maglogo: N pubinfo: dt: March 2002 vid: 11 iid: 1 pid: 237 pub: Springer Science & Business Media B.V. artinfo: ui: 507748488 ppf: 61 ppct: 18 formats: fmt: @attributes: type: P size: 67KB tig: atl: Culturally competent assessment: more than nonbiased tests. aug: au: Skiba, Russell J. Knesting, Kimberly Bush, Lakeisha D. su: Special education Discrimination in education Educational tests & measurements Education of minorities United States sug: subj: United States Special education Discrimination in education Educational tests & measurements Education of minorities ab: The persistent and unresolved issue of minority disproportionality in special education provides a strong rationale for ensuring that assessment is culturally appropriate and sensitive. An extensive literature on test bias has failed to find evidence of bias sufficient to fully explain disproportional representation of minorities in special education. Yet minorities in this nation, most especially African Americans, have been exposed to a long history of unequal opportunity and oppression, and these inequities continue to be played out in educational settings. In the face of inadequate cultural and educational opportunity, unbiased tests provide an accurate estimate not only of individual capability, but also of the inhospitable conditions that depress that capability. A failure to take differential educational opportunity into account when considering minority test performance may lead to serious errors of test score interpretation. In the face of unequal educational opportunity, culturally competent assessment thus means more than manipulating the content of tests. Rather, it represents a comprehensive process that uses the results of assessment to identify and remedy educational conditions that systematically disadvantage students of color. Reprinted by permission of the publisher. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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