Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison among African American, Asian, Hispanic, and Caucasian Children

Autor/inn/en	Trundt, Katherine M.; Keith, Timothy Z.; Caemmerer, Jacqueline M.; Smith, Leann V.
Titel	Testing for Construct Bias in the Differential Ability Scales, Second Edition: A Comparison among African American, Asian, Hispanic, and Caucasian Children
Quelle	In: Journal of Psychoeducational Assessment, 36 (2018) 7, S.670-683 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282917698303
Schlagwörter	Test Bias; Intelligence Tests; Children; African American Children; Asian Americans; Hispanic Americans; Whites; Comparative Analysis; Test Validity + Suchen Sie Ihr Suchwort? Testkritik; Intelligence test; Intelligenztest; Child; Kind; Kinder; African Americans; Children; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Hispanic; Hispanoamerikaner; White; Weißer; Testvalidität
Abstract	Individually administered intelligence measures are commonly used in diagnostic work, but there is a continuing need for research investigating possible test bias among these measures. One current intelligence measure, the Differential Ability Scales, Second Edition (DAS-II), is a test with growing popularity. The issue of test bias, however, has not been thoroughly investigated with the DAS-II. The current study investigated whether the DAS-II demonstrates systematic construct bias when used with children from three racial and ethnic groups--African American, Asian, and Hispanic--when compared to non-Hispanic Caucasian children. Multi-group confirmatory factor analyses with data from the DAS-II standardization sample were used to assess whether the constructs and measurement of constructs were invariant across groups. Results indicate cross-group internal structure validity in the DAS-II, and thus a lack of construct bias. Minor differences were found, but these differences do not affect the calculation of composite scores on the DAS-II and thus would not result in unfair scoring for the groups involved. Results of this study support the appropriateness of the DAS-II for clinical use with these racial and ethnic groups. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01