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Papers on “standardized testing validity equity bias”

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1. Equity Beyond Bias in Language Technologies for Education

   Elijah Mayfield, Michael Madaio, Shrimai Prabhumoye, et al. · 2019 · Workshop on Innovative Use of NLP for Building Educational Applications · 62 cites

   Elijah Mayfield, Michael Madaio, Shrimai Prabhumoye, David Gerritsen, Brittany McLaughlin, Ezekiel Dixon-Román, Alan W Black. Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications. 2019.

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2. Validity, vaudeville, and values: A short history of social concerns over standardized testing.

   Walt Haney · 1981 · American Psychologist · 48 cites

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3. Achieving Assessment Equity and Fairness: Identifying and Eliminating Bias in Assessment Tools and Practices

   Mohamad Ahmad Saleem Khasawneh, Yusra Jadallah Abed Khasawneh · 2023 · Preprints.org · 23 cites

   The objective of this study is to examine different types of bias present in assessment tools and techniques, identify and eliminate any forms of favoritism, and suggest effective approaches for advancing equity and objectivity in assessment procedures. The research utilizes a qualitative methodology, incorporating surveys and focus group discussions with educators and students to collect data. Thematic analysis is a method employed for the purpose of analyzing qualitative data. The results suggest that students hailing from diverse cultural backgrounds perceive partiality in the language and cultural context of evaluations, leading to diminished scores. According to academic professionals,

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4. Reliability and validity of standardized testing tools used with poor children

   Sol Adler, Sherri Birdsong · 1983 · Topics in Language Disorders · 19 cites

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5. 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 cites

   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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6. 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 cites

   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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7. An Alternative Approach to Standardized Testing: A Model That Promotes Racial Equity and College Access

   Saran Stewart, Chayla Haynes · 2015 · Loyola eCommons (Loyola University of Chicago) · 12 cites

   Since its inception, standardized testing has long been considered an illustration of the endemic nature of racism in America and a barrier to college access for racially minoritized students. This paper explores how standardized testing affects racial equity and college access of racially minoritized students. Critical race theory (CRT) and access provide frameworks to understand how standardized testing impacts racially minoritized students as members of the college going community. Thereafter, we problematize the use of colorblind and meritocratic practices in order to propose a comprehensive critical education model for the assessment of racially minoritized students’ scholastic aptitude

8. 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 cites

   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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