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Research papers on Standardized testing and equity

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  1. Testing for funnel plot asymmetry of standardized mean differences

    J. Pustejovsky, Melissa A. Rodgers · 2018 · Research Synthesis Methods · 310 citations

    Publication bias and other forms of outcome reporting bias are critical threats to the validity of findings from research syntheses. A variety of methods have been proposed for detecting selective outcome reporting in a collection of effect size estimates, including several methods based on assessment of asymmetry of funnel plots, such as the Egger's regression test, the rank correlation test, and the Trim‐and‐Fill test. Previous research has demonstated that the Egger's regression test is miscalibrated when applied to log‐odds ratio effect size estimates, because of artifactual correlation between the effect size estimate and its standard error. This study examines similar problems that occ

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  2. Concurrent validity and test-retest reliability of VALD ForceDecks' strength, balance, and movement assessment tests.

    T. Collings, Yuri Lopes Lima, B. Dutaillis, et al. · 2024 · Journal of science and medicine in sport · 115 citations

    OBJECTIVES To evaluate the concurrent validity and test-retest reliability of common movement, strength, and balance tests using portable uniaxial dual force plates. DESIGN Repeated measures cross-sectional study. METHODS Sixteen healthy individuals participated in two testing sessions, where they performed 12 different movement, strength, and balance tests. Vertical ground reaction force and centre of pressure data were collected using the VALD ForceDecks simultaneously with ground-embedded laboratory force plates. Concurrent validity was assessed using root mean square error for raw time-series data and Bland-Altman plots for discrete metrics. Test-retest reliability was assessed using

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  4. Discussion on the validity of commonly used reliability indices in sports medicine and exercise science: a critical review with data simulations

    K. Warneke, T. Gronwald, Sebastian Wallot, et al. · 2025 · European Journal of Applied Physiology · 41 citations

    Apart from objectivity and validity, reliability is considered a precondition for testing within scientific works, as unreliable testing protocols limit conclusions, especially for practical application. Classification guidelines commonly refer to relative reliability, focusing on Pearson correlation coefficients (rp) and intraclass correlation coefficients (ICC). On those, the standard error of measurement (SEM) and the minimal detectable change (MDC) are often calculated in addition to the variability coefficient (CV). These, however, do not account for systematic or random errors (e.g., standardization problems). To illustrate, we applied common reliability statistics in sports science on

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  5. Equity and Generalizability of Artificial Intelligence for Skin-Lesion Diagnosis Using Clinical, Dermoscopic, and Smartphone Images: A Systematic Review and Meta-Analysis

    J. Tjiu, Chia-Fang Lu · 2025 · Medicina · 20 citations

    Background and Objectives: Artificial intelligence (AI) has shown promising performance in skin-lesion classification; however, its fairness, external validity, and real-world reliability remain uncertain. This systematic review and meta-analysis evaluated the diagnostic accuracy, equity, and generalizability of AI-based dermatology systems across diverse imaging modalities and clinical settings. Materials and Methods: A comprehensive search of PubMed, Embase, Web of Science, and ClinicalTrials.gov (inception–31 October 2025) identified diagnostic accuracy studies using clinical, dermoscopic, or smartphone images. Eighteen studies (11 melanoma-focused; 7 mixed benign–malignant) met inclusion

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  7. Advancing the validity argument for standardized writing tests using quantitative rhetorical analysis

    Beata Beigman Klebanov, Chaitanya Ramineni, David Kaufer, et al. · 2019 · Language Testing · 16 citations

    Essay writing is a common type of constructed-response task used frequently in standardized writing assessments. However, the impromptu timed nature of the essay writing tests has drawn increasing criticism for the lack of authenticity for real-world writing in classroom and workplace settings. The goal of this paper is to contribute evidence to a validity argument for standardized writing tests. Using measurements of distances between rhetorical profiles in the corpora of interest, we examined connections between argumentative writing on standardized assessments and in external writing situations; namely, opinionated writing in academic and real-life settings. The results show that test cor

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  8. A comparison of ethnic, sex and age bias in the predictive validity of English language aptitude tests: some Israeli data

    Moshe Zeidner · 1987 · Language Testing · 14 citations

    The primary aim of this study was to test for ethnic, sex, and age bias in the pre dictive validity of English language aptitude test scores, routinely employed for student selection and placement in the Israeli scene. The analyses were based on the English language aptitude test scores of 824 full time Jewish students studying at a major Northern Israeli university. For data analytic purposes, students were partitioned by ethnicity (Western/Oriental), sex (males/females), and age group membership (18-21, 22-25, 26-29, 30+). English language aptitude test scores, as predictors, evidenced both slope and intercept bias by ethnicity, tending signif icantly to overpredict the first year cumulati

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  9. Repurposing Standardized Testing for Educational Equity:: Can Geographical Bias and Adversity Scores Expand True College Access ?

    Manuel S. González Canché · 2019 · Policy Insights from the Behavioral and Brain Sciences · 12 citations

    Recent Federal Bureau of Investigation (FBI) criminal charges involving standardized testing have renewed public scrutiny over the tests’ role in reproducing inequities and wealth-based privileges. Although some continue to call for the eradication of standardized testing, this article presents a different perspective with a threefold purpose. First it provides a critical review of the existing literature on standardized testing including the newest development: geographical bias in testing or the systemic and systematic ways in which place-based resources influence test-takers’ performance. Second, it discusses the goals and consequences of the College Board’s recently unveiled “adversity s

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  12. Standardized Testing for Diverse Talent Identification: A Framework to Address Geographical Bias in Standardized Testing and Increase Diversity in College Admissions in the Post-Affirmative Action/Race-Neutral Admissions Era

    Manuel S. González Canché, Kaiwen Zheng, Yantao Song, et al. · 2025 · Research in Higher Education · 8 citations

    Despite the emergence of test-optional policies, standardized admission tests continue shaping the college composition and financial aid prospects of hundreds of thousands of students. This is concerning for the following reasons: (a) standardized test results have historically favored test-takers from wealthier and majority backgrounds, (b) test optional policies have prominently not translated into more diverse student bodies, and (c) on June 29, 2023, the Supreme Court ruled unconstitutional to consider race and ethnicity in college admission decisions. All of which threatens student body diversity in the United States. With this context in mind, this study contributes to this literature

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  13. Value of Standardized Testing in Surgical Training.

    Amy Y. Han, Judith C. French, J. Lipman · 2021 · The Surgical clinics of North America · 6 citations

    Standardized testing remains a cornerstone of assessment in surgical education. Summative standardized tests make up a bulk of the certification requirements that encompasses demonstration of efficient, safe application of clinically relevant surgical knowledge and skills. Formative standardized tests serve similar role to guide teaching endeavors for the programs and comparison of individual trainees on a national level. Ongoing rigorous psychometric evaluations of the standardized tests ensure reliability and validity; however, standardized tests are not without their limitations and biases.

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  14. High Quality, Equity, and Assessment: An Analysis of Variables Impacting English Learner Standardized Science Test Performance and Implications for Construct Validity

    Maria del Carmen Salazar, J. Bruno, M. Schneider · 2022 · Sustainability · 5 citations

    In the United States, assessment is seen as a lever that can facilitate high-quality education. This study on English learners, students whose native language is not English, was based on data from eighth-grade English learners’ performance on science general and content-specific (physical, life, and earth science) standardized exams and an English language proficiency exam. The researchers utilized regression analysis to examine factors (i.e., socioeconomic status, home language, English language proficiency, and receptive and productive elements of language) that are predictive of English learner performance in general and content-specific science standardized assessments to identify impli

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  15. Closing the Equity Gap: An Intervention to Improve Chlamydia and Gonorrhea Testing for Adolescents and Young Adults in Primary Care

    Margaret M. Tomcho, Yingbo Lou, Sonja C. O'Leary, et al. · 2022 · Journal of Primary Care & Community Health · 4 citations

    Background: Chlamydia trachomatis and Neisseria gonorrhea are the most reported sexually transmitted infections in the United States. Testing rates remain suboptimal and may be subject to implicit bias. We evaluated the effectiveness of an opt-out chlamydia and gonorrhea testing program for adolescents and young adults in improving testing rates and promoting equity. Methods: An opt-out testing program that standardized testing to once annually for 14 to 24-year-old patients was implemented across 28 federally qualified health centers spanning 4 specialties. A quasi-experimental design using interrupted time series analyses evaluated testing and infection rates between baseline, intervention

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  16. Proposed Risk of Bias Assessment Tool for In Vitro Antimicrobial Susceptibility Studies

    M. Falagas, D. Ragias, Dimitrios S. Kontogiannis, et al. · 2026 · Pathogens · 4 citations

    The assessment of risk of bias in systematic reviews and meta-analyses is crucial, as it indicates the accuracy of the synthesized and evaluated data and the validity of the presented results and conclusions. Until now, standardized tools for this purpose have been available only for clinical and animal studies, while adapted forms of these tools and novel ones have been proposed for in vitro and laboratory studies. However, none of them have been universally standardized so far. The apparent lack of a risk of bias assessment tool for systematic reviews of in vitro antimicrobial susceptibility testing studies constitutes a methodological flaw in these studies. To this end, we developed a ris

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  17. Content Analysis of Maternal Toxicology Testing Policies to Inform Equity in Substance Use Disorder Identification

    L. Habersham, Sugy Choi, Michelle Gelband, et al. · 2025 · Maternal and child health journal · 3 citations

    Analyze existing hospital-level policies in New York City (NYC) regarding substance use and substance use disorders (SUDs) during the perinatal period to provide a comprehensive guide for hospital-level policy development, ensuring equitable maternal screening for substance use and SUDs. Maternal toxicology policies were collected from eight NYC health systems between 1/1/2021 and 12/31/2022. One policy focused exclusively on neonate toxicology testing and thus was excluded. The remaining seven policies were de-identified and underwent a qualitative thematic content analysis using the Health Equity Impact Assessment framework. Two researchers conducted the thematic analysis, and two others r

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  18. Rethinking Standardized Testing in English Language Proficiency: Moving Toward Culturally Responsive Assessment Models

    Ameh Timothy Ojochegbe · 2024 · Jurnal Pendidikan Indonesia · 2 citations

    This paper explores the limitations of traditional standardized English language proficiency tests and advocates for the development and implementation of culturally responsive assessment models. While standardized tests such as TOEFL and IELTS are widely used to assess English proficiency, they often fail to account for the cultural and linguistic diversity of test-takers, leading to biases that disadvantage non-Western learners. This study examines existing research on cultural bias in language testing and proposes new assessment models that integrate cultural sensitivity and inclusivity. Using both qualitative and quantitative data, the paper outlines a framework for designing more equita

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  19. The WEAR-BOT checklist: A risk of bias tool for evaluating validity and reliability research in wearable technology

    Bryson Carrier, Jennifer A. Bunn, Chris Eschbach, et al. · 2026 · PLOS One · 2 citations

    This paper proposes an innovative tool designed to standardize the evaluation of validity and reliability studies in the rapidly evolving field of wearable technology. We introduce the WEArable Technology Risk of Bias and Objectivity Tool (WEAR-BOT), a tool that addresses the need for a comprehensive and systematic way to assess bias in studies examining consumer-grade and research-grade wearable devices. This is the first tool designed to evaluate the risk of bias in validation and reliability studies. Other risk of bias tools like the Cochrane ROB, COSMIN, or the many other risk of bias tools are designed for different study methodologies or are overly broad and largely unnecessary for the

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  20. Initial Validity Evidence for the Student Health Equity Survey: Assessing Knowledge, Attitudes, and Capacity across Health Professions Programs

    Maranda C. Ward, T. Mallinson, Charles Cobbs, et al. · 2025 · MedEdPublish · 1 citations

    Construct Health equity can be understood as an opportunity to achieve one’s fullest health potential and health professionals play a central role in advancing this aim. Thus, equipping health professional students with key competencies is paramount to achieving health equity. Background There is no universally accepted definition of health equity. As such, standardized training of health professions students to address the unfair burden of poor outcomes among socially disadvantaged populations does not exist. These ongoing threats to health equity can be mitigated with competency-based training. We assess the health professions training programs at an academic medical center that has docume

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  22. Measuring creative thinking via holistic standardized assessments: from operationalization to impact on equity

    M. Gough, Ashley Williams · 2020 · 1 citations

    Scholars have long debated whether the domains of creativity or creative thinking could be measured on a standardized, computer-graded assessment. A strong body of research has argued that the bias of standardized testing against historically marginalized groups would be mitigated if creativity were added. Adding creativity to standardized assessments also addresses concerns that standardized tests have led to a narrowing of the curriculum. This work was initiated to develop an exemplary approach for measuring creative thinking alongside other skills via standardized assessment and to inspect whether data from over 300,000 assessments provide improved score equity for historically marginaliz

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