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ERIC Number: EJ822394
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: ERIC
Reference Count: 45
ISSN: ISSN-1068-3844
Measurement and Assessment: Conversations with Professional People of Color in the Field of Education
Marbley, Aretha Faye; Bonner, Fred; Berg, Rachelle
Multicultural Education, v16 n1 p12-20 Fall 2008
With the increased focus on issues of diversity and multiculturalism in the United States and abroad, educators and clinicians have become more and more concerned about the feasibility and validity of their assessment instruments and practices for children and adults from nonWhite backgrounds. Many researchers emphasize that when working with racially diverse groups in multiple settings, issues relating to their cultures often differ from those of the dominant group and thus warrant different approaches and considerations. Therefore, the need to foster a multicultural perspective within educational and psychological assessment that embraces more than just test instruments is evident and paramount. For people of color, the negative and harmful effects of assessment practices reaches far beyond mere measurement and focuses on more critical issues than just testing bias. For people of color, a cultural approach to assessment must begin with a dialogue on multicultural standards, competencies, guidelines, training, and with the relevant profession for which the education and assessment is intended. Thus, a multicultural approach necessitates a moral and ethical responsibility for higher education institutions to be proponents of diversity and to prepare culturally sensitive professional educators to work with the diverse groups in the society. This study gleans from professional people of color in the field of education their experiences and perceptions of contemporary assessment instruments and practices and the relative influence these practices exert on people of color.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A