A problem in the accurate and fair measurement of students’ achievement on standardized tests is based on all of the following EXCEPT
A Variations in students’ social and school experiences.
B Use of standard English rather than the vernacular.
C Establishing national norms for performance.
D The problem of stereotype vulnerability.
E Bias in measurement instruments and teaching materials.
The correct answer and explanation is:
The correct answer is C) Establishing national norms for performance.
Explanation:
Accurate and fair measurement of students’ achievements on standardized tests can be influenced by various factors, but establishing national norms for performance is not inherently a problem in itself. In fact, national norms are designed to provide a standard benchmark for assessing students’ performances across different regions and schools. The issue arises, however, when these norms do not account for the varied backgrounds and experiences of students.
A) Variations in students’ social and school experiences:
Social and school experiences can greatly affect students’ performance on standardized tests. Factors such as socio-economic status, parental support, access to educational resources, and the quality of schooling can all contribute to disparities in achievement. Standardized tests may fail to reflect the true abilities of students from underprivileged backgrounds due to these external influences.
B) Use of standard English rather than the vernacular:
Standardized tests often use standard English, which may disadvantage students who speak a vernacular or dialect at home. If the test content or language used is unfamiliar or difficult for students to comprehend, this can lead to inaccurate assessment of their true capabilities. It’s a well-known issue in standardized testing that students from diverse linguistic backgrounds may struggle with tests that do not reflect their everyday language.
D) The problem of stereotype vulnerability:
Stereotype vulnerability, or stereotype threat, refers to the risk of confirming negative stereotypes about one’s social group during testing. This can affect performance, especially among students from marginalized or minority groups who might be worried about reinforcing stereotypes related to race, gender, or socio-economic status. Such anxiety can significantly hinder test performance, leading to unfair results.
E) Bias in measurement instruments and teaching materials:
Bias can exist in both the design of standardized tests and the instructional materials used to prepare students for those tests. If the test content is based on the cultural, social, or economic norms of a specific group, it may not accurately measure the abilities of students from different backgrounds. Biased materials can create an unfair advantage or disadvantage, leading to unequal assessment outcomes.
In summary, the establishment of national performance norms is essential for comparative analysis but does not inherently present a fairness issue. Other factors, such as biases in language, experience, and stereotypes, play a much larger role in skewing the accuracy and fairness of student achievement measurements on standardized tests.