Cultural Bias in Testing

Abstract

The findings and discussions related to cultural bias in testing have in no way been unanimous. However, the considerations of this area of inquiry may possess meaningful implications for educators of any subject. In this review of literature, I describe the issues, research, and arguments surrounding cultural bias in testing and discuss implications for the field of music education. A working description of cultural bias in testing for the purpose of this article involves the notions of (a) significantly different results for definable subgroups from apparently similar ability levels and (b) issues with the fair and equitable interpretation and use of test results. Applications of general education scholarship to music education settings include investigations and perceptions of cultural bias as well as suggestions for improved fairness consisting of addressing group differences, offering diverse ways to perform, discouraging misuse, and accommodating for differences.

The Representation of Culture in English Reading Passages of Senior High School National Examination in Indonesia

“…Some studies have been conducted especially dealing with cultural bias in ELT textbooks (e.g. Kruse, 2016;Rashidi & Meihami, 2016), which findings reveal that inclusion of the target culture in textbooks is prominent. However, with respect to assessment, which is the focus of this study, not many studies have been conducted inspite of the importance of examination as a method to evaluate the effectiveness of a school system and as a way to show school accountability.…”

Intentionality in facilitating shifts towards equity : an intrinsic case study of instructional leaders supporting implementation of culturally responsive teaching

“…Black students face differences in academic opportunities, as compared with their White peers, which can largely be attributed to inequities in resources and school conditions (Akiba, LeTendre, & Scribner, 2007;Johnson-Ahorlu, 2008; Oakes & Lipton as cited in Johnson-Ahorlu, 2012), deficit paradigms (Castro, 2010;Dee, 2005), exclusionary disciplinary practices (Gartner et al, 2015), cultural bias (Kruse, 2016); cultural mismatch (Bourdieu, 1977), and educational tracking (Johansson & Höjer, 2012;Werblow, Urick, & Duesbery, 2013). "Thus, the difference in GPA between black and white undergraduates must be framed as an 'opportunity gap,' as opposed to as an 'achievement gap,' in order to highlight and challenge the institutional inequalities that contribute to student achievement" (Johnson-Ahorlu, 2012, p. 635).…”

“…Cultural bias. The exclusion of cultures other than mainstream society preserves and prolongs implicit biases as Eurocentric perspectives are upheld, while other cultures continue to be relegated to marginalized spaces (Lustick, 2017;Kruse, 2016). "Cultural bias in testing refers to the existence of unexpected differences in test results for subgroups of similar ability levels within a tested population" (Kruse, 2016, p. 23 Kruse, 2016, pp.…”

“…Moreover, the manner in which questions are asked, the curriculum, textbooks, the modes of sharing knowledge, scoring of assessments, and instructional practices (Kruse, 2016) are all examples of ways in which cultural bias prevails in testing and curriculum-based situations.…”

“…As students of color face higher levels of exclusionary discipline practices, they are frequently removed from academic settings, highlighting the far-reaching effects of institutionalized racism (Kang- Brown et al, 2013;Gartner et al, 2015). Opportunities and privileges are limited when students of color face systemic and institutionalized barriers, which may hinder mastery of hegemonic standards of proficiency (Bourdieu, 1977;Castro, 2010;Chau et al, 2009;Dee, 2005;Gartner et al, 2015;Lustick, 2017;Gehrke, 2005;Kruse, 2016;Singh, 2015;Weiner, 2006;Werblow et al, 2013). Moreover, "the objectification of knowledge is a matter of power and privilege" (Stanfield, 1985, p. 389).…”