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ERIC Number: ED246637
Record Type: RIE
Publication Date: 1982-Nov
Pages: 603
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Nonbiased Assessment in Psychology and Education. Volumes I and II. [Final Report].
Kratochwill, Thomas R.; Cancelli, Anthony A.
The document presents findings from a comprehensive review of the literature on the topic of nonbiased assessment. An introductory chapter describes the review's conceptual framework. Chapters 2 through 9 present analyses of the following major aspects of the topic (sample subtopics in parentheses): historical perspectives (ancient influences, nineteenth century developments, the emergence of differential psychology); conceptual models of human functioning (seven models of human behavior that influence contemporary assessment practices); technical test bias (implications of validation theory, external and internal construct bias); situational bias in psychological assessment (test-wiseness, examiner sex and race, motivational factors); outcome bias (prediction of specific outcomes, selection versus intervention, a variety of selection models); proposed alternatives to traditional assessment (culture-reduced testing, renorming, adaptive behavior assessment, Piagetian assessment procedures, learning potential assessment, clinical neuropsychological assessment, behavioral assessment strategies); ethical and legal considerations related to nonbiased assessment of children with learning and behavior problems (moral principles, invasion of privacy, consent, access to records, issues in intervention); and the influence of professional organizations on assessment bias (positions of various professional groups regarding testing/assessment practices). A final chapter summarizes the state of the art; considers implications for decisonmaking in special education, and offers guidelines for practice. (CL)
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Arizona Univ., Tucson. Coll. of Education.
Identifiers: N/A