Test Bias And Test Equivalence

Standardized testing has become the main component in determining a student’s capability. A test should not determine if the student has a mind that is above average. In the article titled “Standardized Testing: Undermining Equity in Education”, it states, “Qualities such as a student’s sense of citizenship, ethics, confidence/self-esteem,...respect for others, self-discipline,...are not seen in standardized tests.” Every student is unique and has

Ever since standardized testing started being used as a way to evaluate the intelligence of students and the teachers’ ability to educate, the standard of actual education has been diminished immensely. Standardized testing is used in most public and private schools to analyze students’ knowledge. It has affected the way in which students learn and has corrupted the methods teachers use to educate. In some cases, English-Learning and disabled students face discrimination from teachers since teachers have more responsibility to have a high number of passing students. Some countries around the world don’t use standardized tests to rank their students or schools and yet they have been successful. Standardized tests are not efficient on making students learn, they should not be used to evaluate students’ knowledge.

Standardized tests can also be biased or unfair because questions on these tests necessitate understanding and abilities that typically children from advantaged families have (Kohn, A, 2000). Children who live in poorer communities have a

Over the last two decades America’s educational system has been descending on the national ranking chart. According to Rankingamerica.com, countries like South Korea and Japan are leading the charts in education while the U.S is rank number fourteen. There are many attributes that play a part of this destruction, but the overuse of the unforgiving arrangement of standardized testing has a strong presence. Though, standardized testing has been around since the 1800’s but the tests that are implemented today are no match for educators or students.

Over the past decade, several researchers have released evidence proving a bias in standardized testing towards minority students. In this paper I will argue in favor of those supporting the idea of a bias in standardized testing. A bias in standardized testing would not only effect the students it is biased against, but the public and other students as well. This is why it is important that we take the time to educate ourselves with the evidence provided. In order to make a decision as to whether or not standardized testing is indeed biased, we must educate ourselves on the amount of test preparation the test requires, as well as how it is created.

Not only is the test giving in both the students native language and english It is also takes into account cultural and linguistic issues that can come up in standardized testing.

The current uproar over standardized testing is being battled by cultural minorities who demand equality. “Cultural bias” refers to the idea that the differences between scores of racial and ethnic groups are caused by a bias towards the “American-born, English-speaking majority” of the US population. From the simple IQ test to the SAT, standardized testing has become an unfair predictor and artificial decision maker for this country’s minority, especially those newly immigrated. Economic and cultural biases leave for little opportunity for these examinees to perform well, partially because of the failure of the government to prepare and assimilate minority students.

An ongoing issue in the classroom that has gotten a lot of attention in the past couple of years is the cultural bias in standardized testing. On the surface, there are many issues with standardized testing; it stifles creativity, causes teachers to teach to the test, ignores the needs of individual students, and creates stress and anxiety for students. Going beyond this, these tests are unavoidably biased by social-class, ethnic, gender and other cultural differences. First off, students have many different experiences outside of the classroom and their educational potential is largely influenced by these experiences and circumstances. By conducting single test measurements in a uniform, high-stakes method, the educational system is jeopardizing

Gender, culture, socioeconomic biases give White, affluent, and male test-takers advantages on standardized tests. This occurrence is problematic because it adversely impacts, a definable subgroup of test takers when to compare with the remainder of the test takers. When a test is biased, it can be problematic if the differential validity test is not equally valid for relevant subgroups. Argumentatively, that there is no such thing as a bias-free test, but it can still be unfair. African American students are the recipients of this inequity versus any another racial/ethnic group. Theoretically, the test-makers must aim to reduce or lower test bias for racial, gender, ethnic groups. Always consider African Americans’ background experiences

In the society of today, there are various educators who believe in assessment as proper method to measure the performance of a child in school as well as the overall achievement of a specific school system. The assessment may be presented in the form of verbal, written, or multiple choice, and it usually pertains to certain academic subjects in the school curriculum. Recently, many educators began to issue standardized tests to measure the intelligence of a common student body. (Rudner, 1989) These standardized tests were initially created to reveal the success in institutional school programs, and exhibit the abilities of students today. The standardized tests can reveal the strengths and weaknesses

Standardized testing usage in the United States has increased since the No Child Left Behind Act was passed in 2002. The purpose of these exams is to assess the skills and knowledge a student should be receiving from school. These tests occur annually, and often have high stakes for the students being tested. However, despite all the testing, the United States is ranked 20th globally in terms of its education system. On the other hand, Finland has been 1st since the year 2000, and their use of standardized testing is practically nonexistent. Do tests accurately assess a student’s performance? Studies show that testing does not properly measure the value of the education a student receives, and often tests discriminate against students who are

The methods they were using to measure intelligence tests were a bit biased towards Western intelligence because Western culture value speed and other culture value perfection even if it means taking long to complete the tests. To address this anomaly, ‘culture free test` was used to take away the things that affected performance due to cultural differences. They also used ‘culture fair test` to measure common skills

Two major issues related to cultural factors in assessment are test bias and test fairness. Test bias and test fairness is not the same thing and should not be used interchangeably. According to Shultz, Whitney & Zickar (2013) “Test bias is a technical psychometric issue that focuses on statistical prediction, whereas test fairness is a sociopolitical issue that focuses on test outcomes”. Test Bias is an issue in regards to culture because all cultures are not the same and do not interpret words the same way. If a single test was administered to one culture then its unlikely that anyone could claim test bias but when a test is given to random participants that encompasses different cultures depending on the results its likely there can be some test bias claims. Test bias can also be thought

Standardized tests were created during the First World War as a tool to measure the “intellect, ability, and potential” of the soldiers in the army (Turgut 64-65). From World War I to the launch of Sputnik I by the Soviet Union, standardized tests were used to enable development and have aided in progress of a country. Standardized tests have also been introduced into the education system to measure the student’s intelligence in a subject.

The significant concern of large scale testing program is the equating of test scores of two parallel forms of a test. Equating is the method of determining the relationship between raw scores on two test forms Research on equating methods has been an enduring process since the early 1920s, the time when the field of educational and psychological measurement became independent (Flanagan, 1982). Testing programs build multiple test forms to sustain the integrity of claims to generalizability and to conserve test security. Different methods can be used to translate scores so that they can be used interchangeably. According to Jaeger (1981) the When the test forms are parallel, such translating is called test equating.