REGRESSION ANALYSIS OF TEST BIAS IN THE RAVEN'S PROGRESSIVE MATRICES FOR ANGLOS AND MEXICAN-AMERICANS.

Persistent Link:
http://hdl.handle.net/10150/187575
Title:
REGRESSION ANALYSIS OF TEST BIAS IN THE RAVEN'S PROGRESSIVE MATRICES FOR ANGLOS AND MEXICAN-AMERICANS.
Author:
HOFFMAN, HUNTLEY VAUGHAN.
Issue Date:
1983
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:
Test bias is a current focus of concern in both education and psychology. No where are the polemics of test bias stronger than in the area of ethnic/racial group differences on measures of intellectual functioning. Th problem of test bias is exacerbated when verbal intelligence tests are administered to students in a language in which they have limited facility and/or cultural reference. This problem is most evident in the United States with Hispanics. This study was designed to evaluate the Raven's Progressive Matrices (RPM) as a measure of non-biased assessment for Mexican-Americans. The RPM was selected because it is a non-verbal intelligence measure. The subjects were 230 Anglo and 230 Mexican-American elementary school children from Douglas, Arizona. The data were evaluated by analysis of regression with the Total Reading and Total Math scores of the Metropolitan Achievement Test (MAT). Both groups were analyzed together to identify any significant slope or intercept differences. All regression analyses were by grade level. Group validity coefficients were also computed for both math and reading by grade level and across grade level. The results of regression analysis indicated no test bias against Mexican-Americans. Slopes were equal at all grade levels. Some intercept variance occurred which would result in bias against Anglos, rather than Mexican-Anericans, if common regression lines were used. Also, validity coefficients of academic prediction for the RPM compared favorably to coefficients of the WISC-R Performance Scale for Mexican-Americans. Limitations of the study and areas of further research are discussed.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Test bias -- United States.; Discrimination in education -- United States.; Raven's Progressive Matrices.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Educational Psychology; Graduate College
Degree Grantor:
University of Arizona

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleREGRESSION ANALYSIS OF TEST BIAS IN THE RAVEN'S PROGRESSIVE MATRICES FOR ANGLOS AND MEXICAN-AMERICANS.en_US
dc.creatorHOFFMAN, HUNTLEY VAUGHAN.en_US
dc.contributor.authorHOFFMAN, HUNTLEY VAUGHAN.en_US
dc.date.issued1983en_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.abstractTest bias is a current focus of concern in both education and psychology. No where are the polemics of test bias stronger than in the area of ethnic/racial group differences on measures of intellectual functioning. Th problem of test bias is exacerbated when verbal intelligence tests are administered to students in a language in which they have limited facility and/or cultural reference. This problem is most evident in the United States with Hispanics. This study was designed to evaluate the Raven's Progressive Matrices (RPM) as a measure of non-biased assessment for Mexican-Americans. The RPM was selected because it is a non-verbal intelligence measure. The subjects were 230 Anglo and 230 Mexican-American elementary school children from Douglas, Arizona. The data were evaluated by analysis of regression with the Total Reading and Total Math scores of the Metropolitan Achievement Test (MAT). Both groups were analyzed together to identify any significant slope or intercept differences. All regression analyses were by grade level. Group validity coefficients were also computed for both math and reading by grade level and across grade level. The results of regression analysis indicated no test bias against Mexican-Americans. Slopes were equal at all grade levels. Some intercept variance occurred which would result in bias against Anglos, rather than Mexican-Anericans, if common regression lines were used. Also, validity coefficients of academic prediction for the RPM compared favorably to coefficients of the WISC-R Performance Scale for Mexican-Americans. Limitations of the study and areas of further research are discussed.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectTest bias -- United States.en_US
dc.subjectDiscrimination in education -- United States.en_US
dc.subjectRaven's Progressive Matrices.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.identifier.proquest8403232en_US
dc.identifier.oclc690269823en_US
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