Race and gender effects on item functioning on the Kaufman assessment battery for children

Willson, Victor L.; Nolan, Rebecca; Reynolds, Cecil R.; Kamphaus, Randy W.

doi:10.1016/0022-4405(89)90043-5

Cited by 21 publications

(14 citation statements)

References 5 publications

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“…Although not used as frequently, this method has been found to perform at a level comparable to or better than other methods (Valencia, Rankin, & Livingston, 1995;Willson, Nolan, Reynolds, & Kamphaus, 1989), Although this is not a perfect measure of item bias, its comparative superiority in performance relative to other methods, coupled with its ease of computation, makes it a method of choice for the applied researcher. Because no single method can identify item bias accurately, it is apt to heed Camilli and Shepard's (1994) recommendation that professional judgment involving poststatistical computations in an attempt to explain why a particular item functioned differently for a particular subgroup ought to be considered.…”

Section: Detecting Item Bias: the Partial Correlation Methodsmentioning

confidence: 91%

An examination of the RCMAS-2 scores across gender, ethnic background, and age in a large Asian school sample.

Ang¹,

Lowe²,

Yusof³

2011

Psychological Assessment

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The present study investigated the factor structure, reliability, convergent and discriminant validity, and U.S. norms of the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2; C. R. Reynolds & B. O. Richmond, 2008a) scores in a Singapore sample of 1,618 school-age children and adolescents. Although there were small statistically significant differences in the average RCMAS-2 T scores found across various demographic groupings, on the whole, the U.S. norms appear adequate for use in the Asian Singapore sample. Results from item bias analyses suggested that biased items detected had small effects and were counterbalanced across gender and ethnicity, and hence, their relative impact on test score variation appears to be minimal. Results of factor analyses on the RCMAS-2 scores supported the presence of a large general anxiety factor, the Total Anxiety factor, and the 5-factor structure found in U.S. samples was replicated. Both the large general anxiety factor and the 5-factor solution were invariant across gender and ethnic background. Internal consistency estimates ranged from adequate to good, and 2-week test-retest reliability estimates were comparable to previous studies. Evidence providing support for convergent and discriminant validity of the RCMAS-2 scores was also found. Taken together, findings provide additional cross-cultural evidence of the appropriateness and usefulness of the RCMAS-2 as a measure of anxiety in Asian Singaporean school-age children and adolescents.

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Section: Detecting Item Bias: the Partial Correlation Methodsmentioning

confidence: 91%

An examination of the RCMAS-2 scores across gender, ethnic background, and age in a large Asian school sample.

Ang¹,

Lowe²,

Yusof³

2011

Psychological Assessment

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“…In addition, each child was administered the Triangles subtest of the K-ABC (Kaufman & Kaufman, 1983). The Triangles subtest is a matching task that reportedly taps a fairly general nonverbal cognitive skill, is appropriate for children in this age range, and evidences no racial or cultural biases (Cole, Gay, Glick, & Sharp, 1971;Kaufman, 1973;Lampley & Rust, 1986;Palmer, Olivarez, Willson, & Fordyce, 1989;Willson, Nolan, Reynolds, & Kamphaus, 1989). Equivalencies on the cognitive task at Time 1 were examined by comparing the scaled scores on the Triangles subtest.…”

Section: Assessment Of Nonverbal Cognitionmentioning

confidence: 99%

Early Positive Predictors of Later Reading Comprehension for African American Students

Craig

Connor

Washington

2003

LSHSS

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“…In addition, each child was administered the Triangles subtest of the Kaufman Assessment Battery for Children (K-ABC; Kaufman & Kaufman, 1983). Triangles is a matching task that taps a fairly general cognitive skill, is appropriate for children in this age range, and evidences no racial or cultural biases (Cole, Gay, Glick, & Sharp, 1971;Kaufman, 1973;Lampley & Rust, 1986;Palmer, Olivarez, Willson, & Fordyce, 1989;Willson, Nolan, Reynolds, & Kamphaus, 1989). Each student achieved a scaled score of 7 or more, performance within one standard deviation (-3) of the mean (10).…”

Section: Participantsmentioning

confidence: 99%

Oral Language Expectations for African American Preschoolers and Kindergartners

Craig

Washington

2002

Am J Speech Lang Pathol

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Fundamental to improving our clinical and empirical understanding of African American students is the development of appropriate, culture-fair assessment methods. This investigation provides descriptive information in the form of means and standard deviations for the performances of 100 typically developing African American preschool and kindergarten students on selected measures of oral language production and comprehension. The measures included four derived from free-play spontaneous language samples: a dialect density measure, mean length of C-units, frequencies of complex syntax, and number of different words. Two measures were derived from responses to nonstandardized elicitations in the form of question prompts and probes of active/passive voice construction. Performances were stable for socioeconomic status on all measures. Dialect density and number of different words varied significantly by gender. Responding to requests for information in the form of question prompts showed a statistically significant increase from preschool to kindergarten. The protocol is recommended for culturefair assessment purposes with African American students as they begin formal education.

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Race and gender effects on item functioning on the Kaufman assessment battery for children

Cited by 21 publications

References 5 publications

An examination of the RCMAS-2 scores across gender, ethnic background, and age in a large Asian school sample.

An examination of the RCMAS-2 scores across gender, ethnic background, and age in a large Asian school sample.

Early Positive Predictors of Later Reading Comprehension for African American Students

Oral Language Expectations for African American Preschoolers and Kindergartners

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