Measurement and Assessment: Conversations with Professional People of Color in the Field of Education

Autor/inn/en	Marbley, Aretha Faye; Bonner, Fred; Berg, Rachelle
Titel	Measurement and Assessment: Conversations with Professional People of Color in the Field of Education
Quelle	In: Multicultural Education, 16 (2008) 1, S.12-20 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-3844
Schlagwörter	Multicultural Education; Psychological Evaluation; Cultural Pluralism; Evaluation Methods; Higher Education; Ethnic Groups; Schools of Education; Educational Assessment; Racial Differences; Test Bias; Racial Bias; Culture Fair Tests; Intervention; Models; African Americans; Asians; Hispanic Americans; American Indians + Suchen Sie Ihr Suchwort? Multikulturelle Erziehung; Psychosoziale Beurteilung; Kulturpluralismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnie; Erziehungswissenschaftliche Fakultät; Education; assessment; Bewertungssystem; Rassenunterschied; Testkritik; Racial discrimination; Rassismus; Analogiemodell; Afroamerikaner; Asian; Asiat; Asiatin; Asiaten; Asiate; Hispanic; Hispanoamerikaner; American Indian; Indianer
Abstract	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. (ERIC).
Anmerkungen	Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10