Testing of Culturally Different Groups

Campbell, Joel T.

doi:10.1002/j.2333-8504.1964.tb00506.x

Cited by 7 publications

(5 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…ETS researchers developed frameworks for evaluating fairness issues, and they developed and implemented methodology to control bias and promote fairness. These frameworks recognized the value of consistent treatment of individual test takers, but they focused on a more general conception of equitable treatment of individuals and groups (J. Campbell 1964;Anne Cleary 1968;Cleary and Hilton 1966;Cole 1973;Cole and Moss 1989;Dorans, Chap. 7, this volume;Frederiksen 1984;Linn 1973Linn , 1975Linn , 1976Linn and Werts 1971;Messick 1975Messick , 1980Messick , 1989Wild and Dwyer 1980;Willingham and Cole 1997;Xi 2010).…”

Section: Validity and Fairnessmentioning

confidence: 99%

Research on Validity Theory and Practice at ETS

Kane

Bridgeman

2017

Methodology of Educational Measurement and Assessment

View full text Add to dashboard Cite

Educational Testing Service (ETS) was founded with a dual mission: to provide high-quality testing programs that would enhance educational decisions and to improve the theory and practice of testing in education through research and development (Bennett 2005; Educational Testing Service 1992). Since its inception in 1947, ETS has consistently evaluated its testing programs to help ensure that they meet high standards of technical and operational quality, and where new theory and new methods were called for, ETS researchers made major contributions to the conceptual frameworks and methodology.This chapter reviews ETS's contributions to validity theory and practice at various levels of generality, including overarching frameworks (Messick 1988(Messick , 1989, more targeted models for issues such as fairness, and particular analytic methodologies (e.g., reliability, equating, differential item functioning). The emphasis will be on contributions to the theory of validity and, secondarily, on the practice of validation rather than on specific methodologies. Validity TheoryGeneral conceptions of validity grew out of basic concerns about the accuracy of score meanings and the appropriateness of score uses (Kelley 1927), and they have necessarily evolved over time as test score uses have expanded, as proposed interpretations have been extended and refined, and as the methodology of testing has become more sophisticated.

show abstract

Section: Validity and Fairnessmentioning

confidence: 99%

Research on Validity Theory and Practice at ETS

Kane

Bridgeman

2017

Methodology of Educational Measurement and Assessment

View full text Add to dashboard Cite

show abstract

“…A test may operate to discriminate in the forbidden sense (a) when scores on it tend to differentiate between identifiable subgroups, where the subgrouping itself is not a relevant selection factor (e.g., color subgrouping in relation to stenography), and cither (b) scores for the lower group unclerpredict performance on the job when the standards oj the upper group are applied, or (c) scores on the test do not predict job performance for either group (Barrett, 1965;Campbell, 1964;Krug, 1965).…”

Section: Xmentioning

confidence: 99%

“…Psychologists face, in the matter of civil rights, not a threat to their instruments but a challenge to their talents: to serve as resource people and advisers, to organize and administer programs, to make effective use of our tools, and to do research to clarify the problem (LoScioto & Ryterband, 1965). After all is said and clone, however, 3 centuries of discrimination have created problems to the solution of which tests alone can make, perhaps a significant, but surely only a minor, contribution (Campbell, 1964). The defense of testing must be firm, but it must be reasonable, proportionate to its virtues, cognizant of its limitations.…”

Section: Xmentioning

confidence: 99%

The implications of the Civil Rights Act of 1964 for psychological assessment in industry.

Ash¹

1966

American Psychologist

View full text Add to dashboard Cite

"IN PROHIBITING DISCRIMINATION ON THE BASIS OF RACE, COLOR, RELIGION, SEX, OR NATIONAL ORIGIN, THE ACT SETS FORTH A NUMBER OF EMPLOYER ACTIONS, THE COMMISSION OF WHICH CONSTITUTES UNLAWFUL EMPLOYMENT PRACTICES . . . ." THE TOWER AMENDMENT TO THE ACT SAYS IN PART "IT SHALL NOT BE . . . AN UNLAWFUL EMPLOYMENT PRACTICE FOR AN EMPLOYER TO GIVE AND TO ACT UPON THE RESULTS OF ANY PROFESSIONALLY DEVELOPED ABILITY TEST, PROVIDED THAT SUCH TEST, ITS ADMINISTRATION OR ACTION UPON THE RESULTS IS NOT DESIGNED, INTENDED OR USED TO DISCRIMINATE BECAUSE OF RACE, COLOR, RELIGION, SEX, OR NATIONAL ORIGIN." THE IMPLICATIONS OF THE ACT, AND PARTICULARLY OF THE TOWER AMENDMENT, ARE DISCUSSED, AS IS POSSIBLE COURT INTERPRETATION. QUESTIONS CONCERNING THE NATURE OF ABILITY TESTS ARE CONSIDERED. PSYCHOLOGISTS HAVE RESPONSIBILITIES FOR EDUCATION, RESEARCH, SOUND PROFESSIONAL CONDUCT, ETHICAL ACTION, AND TO RECOGNIZE THE LIMITATIONS OF TESTING. (20 REF.)

show abstract

“…There are many previous researchers that have conducted the research in terms of gender in relation to verbal and numerical aptitudes. One of them is researches that found an influential of gender to verbal and numerical aptitudes [3] [7]. Besides, there were also researches that found cultural factor as one of factors that influence verbal and numerical aptitudes.…”

Section: Introductionmentioning

confidence: 99%

An Analysis of Verbal Numerical Aptitude: An Untold Story of Students in West Sumatera

Afrida

Kardena

Medika

et al. 2019

Proceedings of the Proceedings of the 1st EAI Bukittinggi International Conference on Education, BICED 2019, 17-18 October, 201

View full text Add to dashboard Cite

Gender is believed to be one of factors that influence verbal aptitude and numerical aptitude. However, nowadays there are findings which reveal and seem breaking this belief. This research was conducted to prove the concepts related to gender in relation to the verbal aptitude and also numerical aptitude. The data of the research were collected from 633 respondents who are male and female. The research was used non parametric test by using U-test which found Sig 2 tailed 0,846 on verbal aptitude and 0,081 on numerical aptitude. The results of this study is there is no significant difference among verbal aptitude and numerical aptitude on male and female. Furthermore, it is assumed that the concept related to the difference of verbal and numerical aptitude cannot be generalized and it could be appeared on certain culture only.

show abstract

Testing of Culturally Different Groups

Abstract: The purpose of this study was to summarize research findings on testing of individuals from groups) particularly Negroes, which differ in some respects from the majority culture in the United States.

Cited by 7 publications

References 24 publications

Research on Validity Theory and Practice at ETS

Research on Validity Theory and Practice at ETS

The implications of the Civil Rights Act of 1964 for psychological assessment in industry.

An Analysis of Verbal Numerical Aptitude: An Untold Story of Students in West Sumatera

Contact Info

Product

Resources

About