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7/30/2019 Criticisms of Testing and Test Bias
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Criticisms Of testing and Test
Bias
Invasion Of Privacy
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Whether tests represent an invasion of
privacy depends in part on how they are
used.
There is no invasion of privacy when
subjects are told how test results will be
used and then volunteer.
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The code of ethics of the American
Psychological Association(APA) states the
following:
Psychologists have a primary obligation
to respect the confidentiality of information
obtained from persons in the course of theirwork as psychologists. They reveal such
information to others only with the consent
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of the person or the persons legal
representative, except in those unusual
circumstances in which not to do so wouldresult in clear danger to the person or to
others. When appropriate, psychologists
inform their clients of the legal limits ofconfidentiality.(APA, 1981, 635-636)
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The probability of invading privacy is high
whenever testing or measurement is
designed for the benefit of someone otherthan the person being tested or observed.
Teachers who administer test to their
students solely to gather information for aprofessional paper, thesis, or disertation
may well be encroaching upon the rights of
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their students to privacy unless they obtain
the informed consent of the participants,
their parents and school authorities.
In 1974 the Family Education Rights and
Privacy Act ( The Buckley Amendment)
legislated the rights of parents to inspectand review the education record of their
children
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The Buckley Amendment makes the
following points:
No student shall be required to submit to
psychiatric or psychological examination,
testing, or treatment, in which the primary
purpose is to reveal information concerning: 1 Political affilation
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2 Mental and psychological problems
potentially embarrassing to the student and
his or her family.
3 Sex behavior and attitudes
4 Illegal, anti-social, self-incriminating and
demeaning behavior.
5 Critical appraisals of other individuals
with whom respondents have close family
relationship.
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6 Income (other than that required by Law
to determine eligibility fo financial
assistance.
The implications of the Buckley
Amendment might be far reaching indeed.
1 Teachers cannot postgrades of students.
2 Teachers cannot display the works
ofstudents.
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3 Teachers cannot permit students to grade
or correct any other students paper.
4 Teachers cannot ask students to raise
their hands if they responded correctly or
incorrectly to any item.
5 Teachers cannot distribute testpapers inany manner that permits other students to
observe the scores of their classmates.
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6 Teachers cannot assume that letters or
recommendation requested by students will
be kept confidential.
Are Art teachers violating the law when
student drawings are displayed.
Can English teachers no longer read studentcompositions to the class.
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Are Arithmetic and Mathematics teachers in
violation of the law when they asked
students to solve problems at the blackboardin view of the other students.
Are oral reports illegal.
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Tests Create Anxiety and
Interfere with Learning A common criticism of tests is that they
create anxiety and thus interfere with
learning.
Studies have shown that about 60%-75 %
of students are not affected by anxiety.
An excellent summary of how tests affect
students(Kirkland 1971) are as follows:
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1 Mild degree of anxiety usually facilitate
learning, whereas high anxiety levels hinder
learning in most instances.
2 The less able student incurs a higher level
of test anxiety than the more capable one.
3 Being familiar with the type of test to beadministered reduces test anxiety.
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4 High anxious students do better than less
anxious ones on tests measuring rote recall:
they perform less well, however, on testsrequiring flexibility in thought.
5 Test anxiety increases with grade level.
6 Although no relationship appears to existbetween sex and anxiety among elementary
school children, junior high school girls
indicate that they experience more anxiety
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Motivating students without
creating anxiety Emphasize tests for diagnosis and mastery
rather than as a mean of punishing students
who fail to live up to the expectations ofteachers or parents.
Avoid the sudden death examination in
which passing or failing is a function ofperformance on only one test, such as a
final examination.
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Avoid paraphrasing letter grade, instead tell
students what they do know and what they
need to learn to improve.(Krampen,1987) Be sure each item has face validity, that is,
it measure some important aspect of life as
perceived by the students. Avoid unannounced examination,
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Schedule personal conferences with
students as often as necessary to reduce
anxiety and to redirect learning. Avoid invidious comparisons among
students.
Emphasize student strengths, notdeficiencies.
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De-emphasize the role of competitive
examinations when some students are
unable to compete. Treat each students grades and records
confidentially.
Allow students to choose among activitiesof equal instructional value.
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Prepare students to take examinations by
providing them with pretests, which they
can complete and score on their own. Teach students how to take examination and
how to prepare for them.
Provide opportunities for students toimprove their grades through retesting after
they have mastered course content.
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Dont overemphasize the importance of any
one test. Remind students that tests are a
part of learning that can provide feedbackand guidance to help them improve.
Give test relatively often to reduce the
effects that any single test might have. If possible, test content should be
cumulative throughout the semester or year.
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Make sure that students have plenty of time
to complete the test if it is designed as a
power test.
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Tests Categorize Students
If educational and psychological tests are
misused, they do much to permanebtly scar
some pupils by rigidly categorizing orpigeonholing them by allowing the teachers
to use these classification relentlessly.
If they know that a childs IQ score is low,some teachers may decide that the child is
unteachable and may assign menial tasks to
keep that student occupied.
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Tests Penalize Bright and
Creative Students in the Tyranny of Testing (1962) Banesh
Hoffmann, a theoretical Physicist, argues
that, the tests deny the creative person asignificant opportunity to demonstrate his
creativity and favor the shrewd and facile
candidate over the one who has somethingto say.
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Test Bias
One of the most persistent and serious
allegations against tests is they discriminate
against minorities as African Americans,Hispanics, and Native Americans.
Tests failed to consider the childrens
background in language , motivation andthey are denied admission because of unfair
tests and testing practices.
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A test is biased against ethnic minorities if
it:
Fails to eliminate realistic socioeconomicdifferences.
Yields differences in average scores
between groups.
Contains content that facilitates the
performance of one group over another.
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Predicts different success rates between
groups.
Leads to different social consequencesbetween groups.
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Socioeconomic bias.
Average score bias
Content bias
Success bias
Social consequence bias
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Ethical Testing Practices
1 Informing students in advance that they
are about to take a standardized test and
telling them something about the nature ofthe test.
2 Teachers should feel free to explain the
mechanics of taking a standardized test. 3 Encouraging students to do well as they
can is perfectly as long as they are not
threatened or made anxious about their
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4 Keeping all standardized test materials
secure before, during and after the
examination is essential. 5 Combining classes for testing is ethical as
long as there is and adequate number of
proctors to safeguard the test. 6 Once an examination has been
administered and scored, teachers may
examine results and determined areas of
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Unethical Testing Practices
1 Teachers should not tutor on the specific
subject matter of an expected examination.
Such coaching destroys the standardizedprocedures of test administration, makes
scores uninterpretable, and wastes students
time. 2 Teachers should not examine the content
of standardized tests to determine what is to
be taught in the classroom.
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3 Teachers should not use standardized test
items on their own examination.
4 Teachers should not try to improvestudent performance by developing items
that parallel those on standardized tests, nor
should teachers administer a second form asa part of its testing program.
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5 Excluding some students from
participating in districtwide testing is
unethical. 6 Neglecting the instruction of any student
for the purpose of increasing test score of
other pupils is unethical. 7 Altering in any way the directions, time
limits, and scoring procedures of any
standardized test is unethical.
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8 Creating anxiety and rivalry about
standardized tests among students and
between classes or schools is unethical.