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Advancing Dyslexia Assessment in Children Through Computerized Testing

Advancing Dyslexia Assessment in Children Through Computerized Testing

Published on: August 16, 2024

Racial groups and test fairness, considering history and construct validity.

Daniel A Newman¹, Paul J Hanges, James L Outtz

¹Department of Psychology, Texas A&M University, College Station, TX 77843-4235, USA. d5n@tamu.edu

The American Psychologist

|December 19, 2007

Summary

Test fairness involves removing score variance linked to racial socialization. This approach considers historical context and retains group-level race conceptualizations for accurate assessment.

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Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects

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Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects

Using the Race Model Inequality to Quantify Behavioral Multisensory Integration Effects

Published on: May 10, 2019

Area of Science:

Psychology
Sociology
Educational Measurement

Background:

The concept of "test fairness" is debated, with definitions focusing on removing variance related to racial or cultural socialization experiences.
Previous recommendations suggested replacing group-level race variables with individual constructs to capture within-group socialization differences.
Addressing test fairness requires acknowledging historical events that have contributed to group-level race differences.

Purpose of the Study:

To propose a refined approach to test fairness that incorporates historical context and group-level race conceptualizations.
To advocate for focusing on criterion-irrelevant variance in test scores attributable to race.

Main Methods:

Conceptual analysis of existing literature on test fairness and racial socialization.
Integration of historical perspectives on race and group differences.
Proposal of a framework for conceptualizing race/racial socialization at both group and individual levels.

Main Results:

The study suggests that a comprehensive understanding of test fairness necessitates considering historical factors influencing group-level race differences.
It advocates for retaining a group-level conceptualization of race and racial socialization in test score analysis.
The focus should be on identifying and mitigating criterion-irrelevant variance linked to race.

Conclusions:

Effective test fairness requires acknowledging the socio-historical context of race.
A dual approach, considering both group-level race conceptualizations and individual socialization experiences, is beneficial.
Mitigating criterion-irrelevant variance attributable to race is crucial for equitable assessment.