Performance of Black and White Students on Test Materials Containing Content Based on Black and White Cultures.

Autor/inn/en	Schmeiser, Cynthia B.; Ferguson, Richard L.
Titel	Performance of Black and White Students on Test Materials Containing Content Based on Black and White Cultures.
Quelle	(1976), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Tests; Black Achievement; Black Students; College Bound Students; College Entrance Examinations; Content Analysis; Cultural Differences; English; High Schools; Item Analysis; Predictive Validity; Racial Differences; Racial Discrimination; Response Style (Tests); Scores; Social Studies; Standardized Tests; Test Bias; Test Items; Test Reliability; Testing Problems; White Students; ACT Assessment + Suchen Sie Ihr Suchwort? Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Aufnahmeprüfung; Inhaltsanalyse; Kultureller Unterschied; English language; Englisch; High school; Oberschule; Itemanalyse; Rassenunterschied; Racial bias; Rassismus; Antwortverhalten; Gemeinschaftskunde; Standadised tests; Standardisierter Test; Testkritik; Test content; Testaufgabe; Testreliabilität; Assessment; Eignungsprüfung; Eignungstest; Hochschulzulassung
Abstract	The effects of test content reflecting black or white culture, on the performance of college-bound students of both races was examined. Eighty-five culture-specific items were developed for use in the English Usage and Social Studies Reading subtests of the ACT (American College Testing) Assessment Program. Items were administered as four separate tests to equal numbers of black and white examinees in several southern states. An analysis of variance showed no significant interactions between test content and performance by race. Further, no systematic differences in mean item discrimination indices, mean number of item omissions, or internal consistency coefficients were found. Collectively, these results suggest that test content did not have a major effect on any of the variables studied. Suggestions for future research and the implications of the use of cultural content in both classroom and standardized tests are discussed. (Author/CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC