ERIC Number: ED194571
Record Type: Non-Journal
Publication Date: 1980-Aug
Reference Count: N/A
Bias: Psychometric and Social Implications for the National Assessment of Educational Progress.
Holmes, Barbara J.
In recent years, the controversy surrounding testing has grown, and the charge of bias is the most often cited criticism of testing and assessment. A review of the literature indicates that psychometricians and other researchers speak of bias as a property of the test or of items in the test. Conversely, test critics speak of bias as a quality or attitude associated with testing, which is suggestive of cultural preferences. The meaning of bias from the research and social perspectives is explored and the areas of conflict between the two are pointed out. By delineating some of the primary points in these divergent perspectives, the position of the National Assessment of Educational Progress relative to cultural bias is clarified in terms of its unique purposes and design. The National Assessment has implemented several techniques during the processes of objectives and exercises development and administration to minimize the intrusion of cultural bias or preferential material. The process of consensus and the evaluative criteria used to develop, write and select exercises are described. Ways in which a new analysis variable, achievement class, can be utilized as a bias detection method with the National Assessment exercises is discussed. (Author/RL) Primary type of information provided by report: Procedures (Exercise Development).
Publication Type: Information Analyses
Education Level: N/A
Sponsor: National Inst. of Education (DHEW), Washington, DC.
Authoring Institution: Education Commission of the States, Denver, CO. National Assessment of Educational Progress.
Identifiers - Assessments and Surveys: National Assessment of Educational Progress