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ERIC Number: ED127382
Record Type: RIE
Publication Date: 1975-Dec
Pages: 48
Abstractor: N/A
Reference Count: 0
Standardized Achievement Testing: Some Implications for the Lives of Children.
Green, Robert L.; And Others
Black, Puerto Rican, Chicano, native American and low income white children represent the vast educational underclass who are most likely to be affected by test misuse or abuse. More than 50 million American children take at least three standardized tests a year, it is estimated. Of these an estimated ten percent are subjected to and are damaged by culturally inappropriate tests. Some researchers have utilized these dubious results to refute the educational validity of the multiracial classroom. Beyond ability grouping is the even more doubtful practice of prediction, using achievement test results. This paper highlights the impact that the testing industry has on curriculum development, especially during the early elementary grades. All of the points referred to above cluster around the issue of test unfairness. There are really two separate issues involved: unfairness in the tests themselves and unfairness in the use of tests and test scores. In this paper, test bias is discussed in three parts: bias due to (1) content factors, (2) bias due to norming, and (3) bias due to the testing situation. Following this, the uses and abuses of tests are discussed along with the political and economic implications of misuse. (Author/JM)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper prepared for the National Institute of Education Test Bias Conference (Washington, D.C., December 2-5, 1975)