ERIC Number: ED064293
Record Type: RIE
Publication Date: 1971
Reference Count: N/A
Educational Assessment of Immigrant Pupils.
Haynes, Judith M.
An inquiry into methods of assessing the ability of non-English speaking children, conducted with the aim of devising new tests which can be used to assess the abilities of children from a different cultural background and with a poor knowledge of English, is discussed in this book. Cross-cultural tests which are essential in a multi-racial society are described, and a discussion is given of the pitfalls involved in using tests designed for the native population, even in adapted versions. The experimental tests of learning ability were given to a sample of 125 Indian children in the first year at junior school and to 40 English children of similar age. The children were also given individual intelligence tests of a traditional kind so as to compare the predictive validity of these with that of the experimental battery. The test results were also compared with individual assessments of attainment made at the end of the children's second year and these, in turn, were analyzed against an additional 28 personal and school variables. The research showed clearly that the experimental tests were much more useful for predicting attainment than the standard intelligence tests. The association between the teacher's attitude and the child's performance was underlined. Four appendixes present: The Teacher's Attitude Scale; Statistical Tables; Notes on the Principal Components Analysis by Jill M. Tarryer; and Description of the Tests of Verbal Learning Ability. (Author/DB)
Descriptors: Academic Ability, Attitude Measures, Componential Analysis, Correlation, Culture Fair Tests, Experimental Groups, Indians, Intelligence Tests, Learning Readiness, Non English Speaking, Predictive Validity, Research Methodology, Student Teacher Relationship, Tables (Data), Teacher Attitudes, Test Construction, Verbal Learning
Fernhill House, Ltd., 303 Park Avenue South, New York, New York 10010 ($6.00)
Publication Type: N/A
Education Level: N/A
Authoring Institution: National Foundation for Educational Research in England and Wales, London.