Racial and Ethnic Bias in Test Construction. Final Report.

Autor/in	Green, Donald Ross
Institution	CTB / McGraw-Hill, Monterey, CA.
Titel	Racial and Ethnic Bias in Test Construction. Final Report.
Quelle	(1971), (104 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Blacks; Data Analysis; Disadvantaged Youth; Ethnic Bias; Ethnic Groups; Grade 1; Grade 10; Grade 3; Grade 5; Grade 8; Item Analysis; Mexican Americans; Minority Group Children; Racial Discrimination; Rural Youth; Suburban Youth; Test Bias; Test Construction; Test Reliability; Test Validity; Whites; California Achievement Tests + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Black person; Schwarzer; Auswertung; Benachteiligter Jugendlicher; Ethnie; School year 01; 1. Schuljahr; Schuljahr 01; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Itemanalyse; Hispanoamerikaner; Racial bias; Rassismus; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Testkritik; Testaufbau; Testreliabilität; Testvalidität; White; Weißer
Abstract	To determine if tryout samples typically used for item selection contribute to test bias against minority groups, item analyses were made of the California Achievement Tests using seven subgroups of the standardization sample: Northern White Suburban, Northern Black Urban, Southern White Suburban, Southern Black Rural, Southern White Rural, Southwestern Mexican Urban and Southwestern Anglo-American Suburban. The best half of the items in each test were selected for each group. Typically about 30% of the items in the upper half of the distribution of item-test correlations for a group on a test did not meet this criterion with another group. By this criterion minority groups were relatively similar as were the three suburban groups. The resulting unique item tests did not correlate well with each other. Scores of minority groups were relatively better on the selected items. Thus, standard item selection procedures produce tests best suited to groups like the majority of the tryout sample and are therefore biased against other groups to some degree. This degree varies. Ways to minimize this bias need to be developed. (Author/MS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC