Test Bias: in God We Trust; All Others Must Have Data

Reynolds, Cecil R.

doi:10.1177/002246698301700303

Cited by 32 publications

(22 citation statements)

References 47 publications

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“…Consequently, evidence of test bias may be "sought in the content of the tests, in comparisons of the internal structure of test responses for different groups, and in comparisons of relationships of test scores to other measures" (AERA, APA, & NCME, 1999, p. 77). In accord with the Standards for Educational and Psychological Testing (AERA, APA, & NCME, 1999), empirical studies of test bias have utilized a variety of statistical methods for identifying bias (Jensen, 1980;Reynolds, 1983;Reynolds, Lowe, et al,1999), but have focused on evidence of validity across test items (content validity); evidence that the measure is appropriately related to measures of alternative constructs (predictive validity), and evidence for the measure"s internal structure (structural validity).…”

Section: Following Messick"s Conceptualization Of Validity the Standmentioning

confidence: 99%

Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Nakano

Watkins

2013

Psychol. Schs.

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i ABSTRACTThe Native American population is severely underrepresented in empirical test validity research despite being overrepresented in special education programs and at an increased risk for special educational evaluation. This study is the first to investigate the structural validity of the Wechsler Intelligence Scale for Children -Fourth Edition (WISC-IV) with a Native American sample. The structural validity of the WISC-IV was investigated using the core subtest scores of 176, six-to-sixteen-year-old Native American children referred for a psychoeducational evaluation. The exploratory factor analysis procedures reported in the WISC-IV technical manual were replicated with the current sample. Congruence coefficients were used to measure the similarity between the derived factor structure and the normative factor structure. The Schmid-Leiman orthogonalization procedure was used to study the role of the higher-order general ability factor. Results support the structural validity of the first-order and higherorder factors of the WISC-IV within this sample. The normative first-order factor structure was replicated in this sample, and the Schmid-Leiman procedure identified a higher-order general ability factor that accounted for the greatest amount of common variance (70%) and total variance (37%). The results support the structural validity of the WISC-IV within a referred Native American sample.

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Section: Following Messick"s Conceptualization Of Validity the Standmentioning

confidence: 99%

Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Nakano

Watkins

2013

Psychol. Schs.

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“…According to Reynolds (1983), sources of bias include unfamiliar test materials, insensitive or linguistically naïve examiners, lack of regional standardization or of evidence that tests are measuring the same constructs across cultural contexts, and lack of criterion related and predictive validity. The appropriateness of a test for use in a culture for which it was not originally developed and the assumption of lack of cultural bias needs to be evaluated on a context-by-context basis (Kline, 1993).…”

Section: Introduction Backgroundmentioning

confidence: 99%

Assessing cognitive outcomes in a rural African population: Development of a neuropsychological battery in Kilifi District, Kenya

Holding

Taylor

Kazungu

et al. 2004

J Int Neuropsychol Soc

108

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The ability to measure neuropsychological outcomes in a comparable manner in different cultural groups is important if studies conducted in geographically diverse regions are to advance knowledge of disease effects and moderating influences. The purpose of this study was to evaluate the application of neuropsychological test procedures developed for use in North America and Europe to children in a rural region of Kenya. Our specific aim was to determine if these methods could be adapted to a non-Western culture in a manner that would preserve test reliability and validity. Procedural modifications yielded reliable tests that were sensitive to both the sequelae of cerebral malaria and to children's social and school backgrounds. Results suggest that adaptations of existing tests can be made in such a way as to preserve their utility in measuring the cross-cultural sequelae of childhood neurological diseases.

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“…Assessment 20 (1) orientation (e.g., Reynolds, 1983). Researchers and practitioners alike must appreciate the need to establish measurement invariance across groups in order to have confidence in the meaning of purportedly substantive differences in group means (see Cleary, Humphreys, Kendrick, & Wesman, 1975).…”

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confidence: 99%

Impulsivity and the Sexes

Cyders

2011

Assessment

136

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Before it is possible to test whether men and women differ in impulsivity, it is necessary to evaluate whether impulsivity measures are invariant across sex. The UPPS-P Impulsive Behavior Scale (negative urgency, lack of premeditation, lack of perseverance, and sensation seeking, with added subscale of positive urgency) is one measure of five dispositions toward rash action that has shown to have robust and clinically useful relationships among risk-taking outcomes. In the current research, the author examined (a) the psychometric measurement invariance of the UPPS-P across sex, (b) the scale's structural invariance across sex, and (c) whether the five impulsivity traits differentially relate to risk outcomes as a function of sex. In a sample of 1,372 undergraduates, the author found evidence for measurement and invariance across sex: Thus, comparisons of men and women on the UPPS-P can be considered valid. Additionally, although males tend to report higher levels of sensation seeking and positive urgency (and possibly lack of perseverance), the relationships between the UPPS-P traits and risk outcomes were generally invariant across sex. The UPPS-P appears to function comparably across males and females, and mean differences on this scale between the sexes can be thought to reflect trait-level differences.

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Test Bias: in God We Trust; All Others Must Have Data

Cited by 32 publications

References 47 publications

Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Factor Structure of the Wechsler Intelligence Scales for Children-Fourth Edition Among Referred Native American Students

Assessing cognitive outcomes in a rural African population: Development of a neuropsychological battery in Kilifi District, Kenya

Impulsivity and the Sexes

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