Professional Documents
Culture Documents
Diverse Learners
IQ Tests Measure
IQ as a construct Monocultural ideas of what IQ means as a construct. Cultural impacted ideas of speeded tests, Working Memory Techniques, Q&A methods, etc. Cultural expectations of the community that created the test Performance of individuals in the normative groups that are represented in the sample.
BIAS Definied
Systematic differences in performance b/w groups not attributed to the ability being measured. Bias occurs when tests are given to diverse individuals who are not comparable in background, experiences, and exposure that that of the individuals comprising the norm group.
Test Validity
If a test is biased, whatever the reason, you may be testing something other than the construct that you want to examine. IQ and Achievement tests should measure IQ and Achievement and NOT English Language proficiency!!!
Normative Stratification
Stratification in the norm using race does not equate to stratification based on culture. There are currently no tests that stratify based on acculturation. There are currently no tests that stratify based on amount of time exposed to English.
Verbal/Nonverbal Bias
Bias in nonverbal tests may occur if the instructions are in English only Nonverbal tests not normed using stratified acculturation and Language are still biased. Bias in many tests are revealed more in the verbal tasks than in the nonverbal ones.
May be due to learning styles of demonstration, sample, doing instead of socratic method May be due to L1 and L2 differences
Nonverbal Assessment
Conducted PRIMARILY nonverbally
UNIT Leiter-R C-TONI Nonverbal DAS-2 Nonverbal SB-5 Nonverbal KABC-2
May still require some minimal amount of knowledge using receptive language.
Batera-III Cog
Norms are based on monolingual English and monolingual spanish (Not bilingual populations)
Bilingual Assessment
Is not in L1 or L2 but in both languages simultaneously Requires knowledge of
Examinees Culture Non discriminatory assessment Fluency in L1 and L2
Bilingual Assessment
Child can Receive Points for answers in EACH language Examples Include:
BVAT ROWPVT-SBE EOWPVT-SBE Some subtests on the KABC-II
first conducted in English, any items missed are re-administered in L1 All correct answers L1 or L2 are counted toward total score. Bilingual Administration, but norms not sampled considering bilingual and acculturation issues.
KABC-II
Demonstration of KABC-II as Bilingual Assessment Measure.
Mod.
Vis. Match Num. Rev. Vis/Aud learn Retrieval Flu. Rapid pic Name
High
Concept Form. Analy/syn Aud. Wk Mem. Mem. Word Incomp. Wrds Sound Blend Aud. Atten Decis. Speed
Mod
High
Mod.
High
Increasing effect of Language Diff.
Mod
High
Increasing Effect of Cultural Diff. Performance Most Affected (lang. and Culture)
Group Project:
Low
Low Mod High
Mod.
High
List subtests where you think they should go: UNIT, RIAS
Assessment
Consider the information presented as a Guideline. use all available data collection techniques that are needed until you have your answer. Multiple sources should always be considered.
Current and previous types of educational programs Students language proficiency in both L1 and L2 (and L3 if applicable)
MAMBI
MAMBI = Multidimensional assessment model for bilingual individuals This model Guides choices of assessments looking at all factors of consideration. Pgs. 149 and171of your textbook are needed to review this model.
Group Project
Consider these profiles and determine types of testing.
Spanish Speaking 3rd grade child in ESL only; language profile 2 French Speaking 8th grade child in bilingual education, language profile 3 Indigenous Native American Language Speaking Kindergarten Child in ESL only; Language profile 1
Given the paucity of non English and Non Spanish assessments, what are some problems you see.