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Curriculum biasing effects in standardized and criterion‐referenced reading achievement tests
Author(s) -
Webster Raymond E.,
McInnis Elizabeth D.,
Craver Lisa
Publication year - 1986
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198604)23:2<205::aid-pits2310230214>3.0.co;2-c
Subject(s) - reading (process) , psychology , standardized test , curriculum , curriculum based measurement , test (biology) , achievement test , identification (biology) , mathematics education , academic achievement , developmental psychology , pedagogy , curriculum development , linguistics , curriculum mapping , philosophy , paleontology , botany , biology
The extent of curriculum bias was analyzed using seven standardized and criterionreferenced reading achievement tests. This bias was examined relative to five widely used commercial reading programs at the third‐grade level. Results from the analysis indicated that the degree of bias varied widely depending on the specific test and program used for reading instruction. The practical and ethical implications of this bias effect are described in relation to the placement of children into reading programs and identification of students as exceptional.