Intelligence Testing and Cultural Diversity: Concerns, Cautions, and Considerations

Autor/in	Ford, Donna Y.
Institution	National Research Center on the Gifted and Talented
Titel	Intelligence Testing and Cultural Diversity: Concerns, Cautions, and Considerations
Quelle	(2004), (71 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Test Bias; Educational Research; Educational Testing; Standardized Tests; Intelligence Tests; Cultural Pluralism; Student Diversity; Gifted; Evaluation Problems; Testing Problems; Cognitive Ability; Cognitive Measurement; Racial Differences; African American Students; White Students; Student Evaluation; Equal Education; Standards; Disproportionate Representation; Educational Principles + Suchen Sie Ihr Suchwort? Testkritik; Bildungsforschung; Pädagogische Forschung; Standadised tests; Standardisierter Test; Intelligence test; Intelligenztest; Kulturpluralismus; Begabter, Hoch Begabter; Denkfähigkeit; Rassenunterschied; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Schulnote; Studentische Bewertung; Standard; Bildungsprinzip
Abstract	With so many unanswered questions and controversies regarding intelligence, testing in general, and testing diverse students in particular, what can educators in gifted education do to ensure that these students have access to and are represented in gifted education programs and services? In this monograph, the author examines test bias by first reviewing seminal publications and research. This discussion provides the historical context for the monograph. Next, a discussion of intelligence tests is presented, paying specific attention to interpretations of and explanations for the comparatively low performance of racially and culturally diverse students on cognitive ability tests. Most of the research has targeted Black students' test performance and Black-White IQ differences. Definitions of and strategies for determining the nature and extent of test bias are then explored. Finally, the findings are summarized and implications for the field of gifted education are discussed. Central questions of this monograph include: (1) What is test bias and how is a test determined to be biased, biased reduced, or bias free? (2) What efforts have been made to reduce bias in standardized intelligence tests? (3) Which intelligence tests (e.g., WISC-III, Binet-IV, Cognitive Ability Test, etc.) and types of intelligence tests (e.g., verbal vs. non-verbal) appear to be less culturally-loaded? (4) What explanations are given for the low performance of minority students on standardized tests, that is, for Black-White differences in intelligence test performance? (5) What proposals have been advanced to increase the performance of diverse students on intelligence tests? (6) What are the implications of testing issues and diversity for gifted education? (7) What resources and professional standards exist to help the field of gifted education in adopting equitable instruments and assessment practices and policies (e.g., American Educational Research Association, American Psychological Association, Association of School Psychologists)? and (8) What other considerations must gifted education address as we seek to increase the representation of minority students in gifted education? (Contains 5 tables and 1 figure.) (ERIC).
Anmerkungen	National Research Center on the Gifted and Talented. University of Connecticut, 2131 Hillside Road Unit 3007, Storrs, CT 06269-4676. Tel: 860-486-4676; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu/nrcgt.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10