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The Real Problem of Test Bias

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Abstract

If we take such a narrow view of ‘practical matters’ in educational assessment that we confine our interest only to the uses schools make of tests to allocate students to teaching groups then, as I noted earlier, there is little at issue between psychometry and its critics. There is, however, a more useful way of thinking about practice. This book has been structured around the question of what sort of theory IQ theory has to be to if it is to work. It should be clear by now that an internally consistent IQ theory must be much as Spearman and Jensen specify and, if my argument is sound, the reader should be reaching the conclusion that such a theory is incapable of being defended satisfactorily. The real problem for IQ practice is IQ theory. This final chapter will extend this crucial insight through discussions of ‘bias’ and related matters. I want to show how criticisms within the contradictory discourse of IQ theory are necessarily limited by severe constraints. In the end, we all, as teachers and researchers, have to do what we can with what we know and I will propose that in this area of differential ability we may have to learn to live with rather more ignorance than we would like.

Keywords

  • General Cognitive Ability
  • Test Bias
  • Indigenous Child
  • Ethnic Minority Student
  • Ethnic Minority Child

These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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  • DOI: 10.1007/978-1-349-21143-2_9
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© 1990 Roy Nash

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Nash, R. (1990). The Real Problem of Test Bias. In: Intelligence and Realism. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-21143-2_9

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