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Download full textWendler, Cathy; Feigenbaum, Miriam; Escandón, Mérida – College Entrance Examination Board, 2001
The SAT Program undertook two studies aimed at evaluating the impact of allowing students to indicate more than one ethnic/racial category. Results of this study indicated that there is little impact on DIF [differential item functioning] analyses when different definitions of ethnic/racial classifications are used compared to traditionally…
Descriptors: Group Membership, Definitions, Cluster Grouping, Racial Differences
Hill, Kennedy T. – 1980
This program of research has three general thrusts. First, the relations between motivation and achievement performance were studied across children of various sociocultural backgrounds including lower- and middle- class white, black, and hispanic children. Motivational test bias was found to be strong for students of all sociocultural…
Descriptors: Achievement Tests, Elementary Education, Motivation, Racial Differences
Myerberg, N. James; And Others. – 1983
While the seventh and ninth grade Maryland Functional Mathematics Tests (MFMT) appear valid and well constructed, the 65 percent passing rate for Montgomery County Public Schools' ninth grade students raises questions about the 81 percent passing score set for the MFMT. This standard is far stiffer than the 59 percent set for the Maryland…
Descriptors: Comparative Analysis, Cutting Scores, Exceptional Persons, Mathematics Achievement
Down, A. Graham – 1979
Most of the arguments lodged against minimum competency testing are really observations about the abuses of testing. Blacks and other minority groups are understandably mistrustful of recent developments in minimum competency testing--possible grounds for legal challenges include the adequacy of the phase-in periods; the match between tests and…
Descriptors: Academic Standards, Black Attitudes, Evaluation Needs, Graduation Requirements
Engelhard, George, Jr.; And Others – 1989
The agreement between Mantel-Haenszel and Rasch procedures for identifying differential item functioning (DIF) on teacher certification tests was studied. Two specific research questions were addressed: (1) whether the Mantel-Haenszel and Rasch procedures identify the same items as functioning differently; and (2) how consistently each method…
Descriptors: Administration, Black Students, Comparative Analysis, Early Childhood Education
Hill, Richard K. – 1979
Four problems faced by the staff of the California Assessment Program (CAP) were solved by applying Rasch scaling techniques: (1) item cultural bias in the Entry Level Test (ELT) given to all first grade pupils; (2) nonlinear regression analysis of the third grade Reading Test scores; (3) comparison of school growth from grades two to three, using…
Descriptors: Black Students, Cultural Differences, Data Analysis, Difficulty Level
Elliott, Emerson J. – 1993
An outline of remarks made at a National Seminar on Equity and Educational Testing and Assessment in March of 1993 is provided. Issues of equity in education and educational assessment are discussed in the context of the National Assessment of Educational Progress (NAEP). The NAEP is a national test in the sense that it monitors what is happening…
Descriptors: Educational Assessment, Educational Trends, Elementary Secondary Education, Equal Education
Davis, Josephine D. – 1986
To assist in the development of policies to eliminate the subtle inequities which inhibit the mathematics achievement of many Black youths, it is suggested that the redesign of the National Assessment of Educational Progress (NAEP) mathematics assessment study Black students' opportunity to learn mathematics. Recommendations for the redesign of…
Descriptors: Black Students, Course Selection (Students), Educational Assessment, Educational Experience
Ivory, Gary – 1993
This study examines the October 1991 exit-level Texas Assessment of Academic Skills (TAAS) mathematics results of 18,290 11th-grade Hispanic Americans, African Americans, and White non-Hispanic Americans from Texas urban districts. Substantial differences existed in the passing rates of the three ethnic groups. The passing rate for White…
Descriptors: Academic Achievement, Black Students, Comparative Testing, Elementary Secondary Education
Rothman, Robert – 1994
Focusing on one of the critical questions in the shift to new forms of assessment, researchers, policymakers, and teachers met at the 1993 Center for Research on Evaluation, Standards, and Student Testing (CRESST) to consider equity in assessment. The opening remarks of CRESST co-director Robert Linn stressed that equity is at the center of…
Descriptors: Access to Education, Alternative Assessment, Conferences, Cost Effectiveness
Gifford, Bernard R. – 1986
Trends in teacher competency testing, test bias against minority group teachers, and ways to encourage qualified personnel to join the teaching profession are discussed. Currently, 21 states require students to pass a test to enter a teacher education program, and 31 require teacher candidates to pass a certification test. Admission tests include…
Descriptors: Competency Based Teacher Education, Educational Policy, Educational Trends, Elementary Secondary Education
Educational Testing Service, Princeton, NJ. – 1973
Robert L. Thorndike was awarded the Educational Testing Service (ETS) Measurement Award at the 1972 ETS Invitational Conference. In "Heredity, Environment, and Class or Ethnic Differences," J. McV. Hunt addressed several fundamental questions pertaining to the hereditary and environmental influences of the observed social class and ethnic…
Descriptors: Academic Ability, Achievement Tests, Awards, Biological Influences
