The Importance of Scorer Bias to Handicapped Preschoolers' Stronger Performance with Familiar Examiners.

Autor/inn/en	Fuchs, Douglas; Fuchs, Lynn S.
Institution	Minnesota Univ., Minneapolis. Inst. for Research on Learning Disabilities.
Titel	The Importance of Scorer Bias to Handicapped Preschoolers' Stronger Performance with Familiar Examiners.
Quelle	(1983), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Examiners; Experimenter Characteristics; Language Handicaps; Performance Factors; Preschool Education; Scoring; Speech Evaluation; Test Anxiety; Test Bias; Testing; Testing Problems; Videotape Recordings + Suchen Sie Ihr Suchwort? Examiner; Prüfer; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Leistungsindikator; Pre-school education; Vorschulerziehung; Bewertung; Examination phobia; Testangst; Prüfungsangst; Testkritik; Testdurchführung; Testen
Abstract	Prior research indicates that language-handicapped children obtain higher test scores when tested by personally familiar examiners than when tested by personally unfamiliar examiners. The present investigation inquired whether this finding is due to examinees' actual differential performance across the two examiner conditions, or whether it is the result of testers' biased scoring of similar examinee performances. To make this determination, videotaped testing sessions, in which language-handicapped preschoolers were awarded higher scores by familiar examiners than by unfamiliar examiners, were shown to two certified speech clinicians who were blind to all purposes of the study. These individuals rated each examinee's performance in the familiar and unfamiliar examiner condition. Results indicated that the videotape raters, as the examiners, gave higher scores to examinees' performance in the familiar condition, corroborating the notion that language-impaired children actually perform more strongly with a familiar examiner. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC