lesson
Evaluating Cultural and Linguistic Bias in Test Items
Distinguish between psychometric test bias (differential predictive validity) and construct-irrelevant cultural/linguistic test content.
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Social Consequences, Ethics, and Test Fairness
8 lessons
Goal
Critically analyze institutional tracking, labeling effects, stereotype threat, and ethical guidelines governing intelligence assessment.
8 lessons
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- Self-Fulfilling Prophecies and Labeling Effects in EducationUp next
- Academic Tracking, Ability Grouping, and Educational StratificationNot started yet
- Stereotype Threat and Standardized Testing PerformanceNot started yet
- Evaluating Cultural and Linguistic Bias in Test ItemsYou are here
- High-Stakes Testing in Employment and Higher Education AdmissionsNot started yet
- APA Ethical Standards for Psychological and Educational TestingNot started yet
- Capital Punishment and Intellectual Disability: Atkins v. VirginiaNot started yet
- The Future of Ability Assessment: Dynamic Testing and NeurotechnologyNot started yet
Learning standards covered
SS.912.P.13.7Florida Social Studies Standards · 5th GradeDiscuss issues related to the consequences of intelligence testing.
SS.912.P.13.6Florida Social Studies Standards · 5th GradeIdentify measures of and data on reliability and validity for intelligence test scores.
SS.912.P.13.4Florida Social Studies Standards · 5th GradeDiscuss the history of intelligence testing, including historical use and misuse in the context of fairness.