The determination of cultural item bias in the California Achievement Tests.

Persistent Link:
http://hdl.handle.net/10150/184721
Title:
The determination of cultural item bias in the California Achievement Tests.
Author:
McGrogan, Harold James, Jr.
Issue Date:
1989
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
A three parameter model of Item Response Theory reported by Lord (1968, 1980) was used to determine whether cultural item bias existed in the Reading Comprehension subtest of the California Achievement Tests. Item responses from 1500 second graders from Southern Arizona schools with 500 responses from each of three groups (Anglo, Black, and Hispanic) were analyzed via MULTILOG program (Thissen, 1984) using the likelihood ratio chi-square (IRT-LR) method. Results indicated that there were no significant differences in item difficulty across items and groups. However, the typical group mean differences often reported wherein Anglos usually score between.5 to 1 standard deviation above the group means of other minorities on standardized tests did appear. The results of this study were also consistent with and supportive of the notion that most standardized tests today are not biased against specific minority groups. Selected items from the Reading Comprehension subtest on the California Achievement Tests are being used to date as anchor items for newer achievement tests. As such, this study lends support and credence to those items. Other implications for future research are discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Test bias.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Foundations and Administration; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Bergan, John K.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleThe determination of cultural item bias in the California Achievement Tests.en_US
dc.creatorMcGrogan, Harold James, Jr.en_US
dc.contributor.authorMcGrogan, Harold James, Jr.en_US
dc.date.issued1989en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractA three parameter model of Item Response Theory reported by Lord (1968, 1980) was used to determine whether cultural item bias existed in the Reading Comprehension subtest of the California Achievement Tests. Item responses from 1500 second graders from Southern Arizona schools with 500 responses from each of three groups (Anglo, Black, and Hispanic) were analyzed via MULTILOG program (Thissen, 1984) using the likelihood ratio chi-square (IRT-LR) method. Results indicated that there were no significant differences in item difficulty across items and groups. However, the typical group mean differences often reported wherein Anglos usually score between.5 to 1 standard deviation above the group means of other minorities on standardized tests did appear. The results of this study were also consistent with and supportive of the notion that most standardized tests today are not biased against specific minority groups. Selected items from the Reading Comprehension subtest on the California Achievement Tests are being used to date as anchor items for newer achievement tests. As such, this study lends support and credence to those items. Other implications for future research are discussed.en_US
dc.description.noteDigitization note: p.61-62 missing from paper original.-
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectTest bias.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Foundations and Administrationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorBergan, John K.en_US
dc.contributor.committeememberMishra, Shitala P.en_US
dc.contributor.committeememberChristiansen, Harley D.en_US
dc.identifier.proquest8919044en_US
dc.identifier.oclc702134605en_US
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