ERIC Number: ED223711
Record Type: Non-Journal
Publication Date: 1982-Mar-31
Reference Count: N/A
A Neo-Piagetian Approach to Test Bias: Final Report.
This project examined the hypothesis that different background experiences associated with cultural grouping may lead to differences in test-taking strategies which result in score differences extraneous to the abilities the test is intended to measure. Its purposes were to confirm (or disconfirm) the cultural differences hypothesis and to provide a systematic basis for reducing this potential source of test bias and invalidity. Subjects were 810 Anglo, Black, and Mexican-American students in grades 2, 4, and 6. The test used was the Raven Progressive Matrices. The relative level of culturally related bias was predicted for each item a priori, based on level of complexity. Results indicated that although group differences on the test are related to developmental level, they are also related to test-taking skills. Test-taking skills are a major source of variation; they are learned and can be strengthened through exposure to specific requirements for the test. These results indicate that an important source of bias is as much in the overall testing procedure as in the test itself, and challenge the assumption that all children approach and solve a test-taking task in the same way. (Author/PN)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: De Avila, Duncan and Associates, Inc., Larkspur, CA.
Identifiers - Assessments and Surveys: Raven Progressive Matrices