PERFORMANCE OF BLACK AND WHITE STUDENTS ON TEST MATERIALS CONTAINING CONTENT BASED ON BLACK AND WHITE CULTURES

Abstract

Simultaneously with increased access to higher education of members of minority groups who historically have been denied such access has come an increased concern with the impact of achievement testing on the decisions made by colleges that use test results. In particular, much attention is being given to the issue of bias in achievement testing and its possible effects on those who are tested. In general, attention has focused on test bias from one of two perspectives: bias in a test when a criterion is available and bias that may exist in a test when no criterion exists or is relevant. The first perspective has focused on test bias in selection when one or more criteria are available (Thorndike, 1971; Darlington, 1971; Cole, 1973). Although many definitions of selection test bias, or conversely test fairness, have been posited, one definition considers a test not to be biased if it predicts success equally as well for the members of a particular subgroup as it does for the group as a whole. If a particular test is predictive of success as the educational process now exists, however, then the issue of bias cannot necessarily be dismissed. Bias may exist in the criterion measures used.