"Theories Bridging Ethnography and Evaluation" is the first of two volumes examining the connections between ethnography and evaluation in educational spaces. These volumes wrestle with pressing justice issues in today's societies while elucidating three themes--transformative, intersectional, and comparative--for guiding contemporary…

The language assessments and testing are the crucial aspects of teaching and learning processes. Therefore, the following study is aimed to focus on these two most important aspects with refer to a critical view on its practical aspect that is after passing through a tactful teaching process. The crucial notion of practicing language assessments…

Ageism is recognized as a significant obstacle to older people's well-being, but age discrimination against younger people has attracted less attention. We investigate levels of perceived age discrimination across early to late adulthood, using data from the European Social Survey (ESS), collected in 29 countries (N = 56,272). We test for…

This study explains mathematical difficulties of students who immigrated from the Former Soviet Union (FSU) vis-à-vis Israeli students, by identifying the existing bias factors in achievement tests. These factors are irrelevant to the mathematical knowledge being measured, and therefore threaten the test results. The bias factors were identified…

This study examined selection bias in Israeli university admissions with respect to test language and gender, using three approaches for the detection of such bias: Cleary's model of differential prediction, boundary conditions for differential prediction and difference between "d's" (the Constant Ratio Model). The university admissions…

Analyses of college admissions aptitude test scores of 795 applicants for admission to major Northern Israeli university were undertaken to test for age bias in the predictive validity of scholastic aptitude test scores. Subjects were put into four age groups ranging from 18 to 49 years. Results support the differential predictive validity of…

Purpose of the study is to explore to what extend standard achievement tests introduce bias in the assessment of schools due to differences in their curricula. (Author)

A feedback inventory was administered to 259 seventh graders in Israel immediately following standardized group scholastic ability testing procedures to determine the subjects' attitudes toward the procedures. Few meaningful differences appeared across sociocultural or gender groups. Test attitudes did correlate with scores. (TJH)

Examines pattern of mental abilities exhibited by first-grade, Israeli-born children whose parents emigrated from Europe, Iraq, North Africa, and Yemen. Results indicate that the groups of culturally different children tended to exhibit different patterns of cognitive abilities. Concludes that historical-cultural background of a population has a…

A broad description is given of admissions procedures to Israeli universities. In Israel, a single unified test, the Psychometric Entrance Test, is used for admission to the various universities. Issues of validity and reliability and problems of ensuring fairness for non-Hebrew speakers are considered. (SLD)

This study examined the cross-cultural validity of the sex bias contention with respect to standardized aptitude testing, used for academic prediction purposes in Israel. Analyses were based on the grade point average and scores of 1778 Jewish and 1017 Arab students who were administered standardized college entrance test batteries. (Author/LMO)

A study of possible test bias in the Arabic and Hebrew versions of a standardized scholastic aptitude test used in Israel found a slight overprediction of performance for Arabs, but the findings appear to be more consistent with psychometric than cultural bias. (Author/MSE)

Two experiments were conducted in Israeli elementary schools to test the assumption that disadvantaged students perform poorly on ability tests because of situational factors related to the testing process. Testing atmosphere and examiner status were examined with respect to verbal and nonverbal ability and intelligence. The assumption was not…

Analysis of the English language aptitude test scores of 824 full-time Jewish students studying at a major Israeli university evidenced both slope and intercept bias by ethnicity (Western or Oriental), and by gender, tending significantly to overpredict or underpredict students' first-year cumulative grade point averages. (31 references)…

Examines the validity of the cultural bias contention with respect to English aptitude tests by looking at test scores of Jewish and Arab students applying for admission to a college in Israel. Results show evidence for differential construct or predictive validity of test scores as a function of cultural group membership. (31 references)…