Abstract
This article reviews four interrelated approaches to reducing an inequitable gap in cognitive and educational test scores between individuals of a dominant culture and individuals of other cultures or subcultures. These approaches include (a) use of broader measures, (b) performance- and project-based assessments, (c) direct measurement of knowledge and skills relevant to environmental adaptation, and (d) dynamic assessment. It is concluded that when appropriate assessment is done that recognizes students’ diverse cultural and social backgrounds, equity can increase, predictive validity of cognitive and educational tests can increase, and at the same time, racial/ethnic/culture differences can decrease.
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23 August 2018
The following parts of “Context-Sensitive Cognitive and Educational Testing” by R. J. Sternberg draws heavily from Sternberg, R. J. (2014), The development of adaptive competence. Developmental Review, 34, 208–224.
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Sternberg, R.J. Context-Sensitive Cognitive and Educational Testing. Educ Psychol Rev 30, 857–884 (2018). https://doi.org/10.1007/s10648-017-9428-0
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DOI: https://doi.org/10.1007/s10648-017-9428-0