ERIC Number: ED274707
Record Type: RIE
Publication Date: 1985-Jun
Reference Count: 0
You Can Take a Test Out of the Situation, but You Can't Always Take the Situation Out of a Test: Bias in Minority Assessment.
This article presents a quantitative synthesis of examiner familiarity effects on Caucasian and minority students' test performance. Fourteen controlled studies were coded in terms of methodological quality (high vs. low) and race-ethnicity (Caucasian vs. Black and Hispanic). An analogue to analysis of variance conducted on weighted unbiased effect sizes indicated examiner familiarity produced a significant effect, with Caucasian and minority examinees' test performance raised by .05 and .72 standard deviations, respectively. Examiner familiarities differential effect on Caucasian and minority examinees did not interact with the methodological quality of the studies. Implications for test practice and research are discussed. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Portions of this paper were presented at the Annual Meeting of the American Psychological Association (Washington, DC, August 1986) and at the Biennial Conference on Minority Assessment (2d, Tucson, AZ, November 1985).