ERIC Number: ED478486
Record Type: RIE
Publication Date: 2003-Apr
Assessment Equity in a Multicultural Society: Assessment and Instructional Validity in a Culturally Plural World.
Hilliard, Asa G., III; Amankwatia, Baffour, II
In the past there were no substantial challenges to the idea that standardized, mass produced assessment would be universally beneficial. Culture was ignored or minimized as a factor in creating testing routines or in interpreting testing and assessment data. In recent years, challenges to this idea have arisen, but the primary pressure for the consideration of cultural context in mental measurement has come through the courts rather than through the academy or the testing profession. The more linguists study the semantic and practical meaning conveyed by language, the less comfortable they become about the possibility of accurate measurement of tests that use language as a medium. It is beginning to be believed by many that the most critical measurement points, at least as far as language is concerned, are the ones least susceptible to quantification. Psychologists do not appear to be responding to these issues, as the acceptance of the reality of diversity will undermine the possibility for standardized, mass produced, universally applicable measurement instruments. It must be recognized that cultural pluralism is a reality, and not rhetoric. Cultural salience seems to be a taboo topic in testing, but it is one that cannot be ignored. Courageous psychologists must decide whether the profession will consider taboo topics and whether it will embrace beneficial professional practice. (Contains 41 references.) (SLD)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Council on Measurement in Education (Chicago, IL, April 22-24, 2003).