Conclusions And Recommendations

The conclusion reached in most of the research reviewed above was that test bias did not exist. Today, the same research would lead to different conclusions. Test bias exists but is small, which raises questions about its importance. It most often overestimates or overpredicts minority examinees' performance, so that its social consequences may be very different from those typically ascribed to it, and appropriate responses to it may differ from those typically made. Finally, just as purely genetic and environmental paradigms have given way, the interpretation of zero bias should cede to a better informed understanding that bias cannot be understood in isolation from other possible influences.

We recommend that rigorous examination of possible test bias and inaccuracy should continue, employing the latest and most diverse techniques. Nonetheless, we caution against labeling tests biased in the absence of, or in opposition to, reliable evidence. To do so is of questionable effectiveness in the struggle to identify and combat real discrimination and to ensure that everyone is treated fairly.

Discrimination is a legitimate and compelling concern. We do not argue that it is rare, unimportant, or remotely acceptable. We do, however, suggest from research findings that standardized test bias is not a major source of discrimination. Accordingly, resources meant to identify and alleviate discrimination might better be directed toward real-world causes rather than standardized tests. In addition, we question whether the goal of equal opportunity is served if possible evidence of discrimination, or of inequalities resulting from it, is erased by well-meaning test publishers or other professionals.

The issue of bias in mental testing, too, is an important concern with strong historical precedence in the social sciences and with formidable social consequences. The controversy is liable to persist as long as we entangle it with the nature-nurture question and stress mean differences in standardized test scores. Similarly, the use of aptitude and achievement measures is long-standing and widespread, extending back more than 2000 years in some cultures and across most cultures today. It is unlikely to disappear soon.

The news media may be partly responsible for a popular perception that tests and testing are uniformly biased or unfair. As indicated by the findings reviewed here, the view that tests are substantially biased has little support at present, at least in cultures with a common language and a degree of common experience. In addition, public pressure has pushed the scientific community to refine its definitions of bias, scrutinize the practices used to minimize bias in tests, and develop increasingly sophisticated statistical techniques to detect bias (Reynolds, Lowe, et al., 1999; Samuda, 1975). Finally, the findings reviewed here give indications that fair testing is an attainable goal, albeit a challenging one that demands skill and training.

Reynolds, Lowe, et al. (1999) suggest four guidelines to help ensure equitable assessment: (a) investigate possible referral source bias, because evidence suggests that people are not always referred for services on impartial, objective grounds; (b) inspect test developers' data for evidence that sound statistical analyses for bias have been completed; (c) conduct assessments with the most reliable measure available; and, finally, (d) assess multiple abilities and use multiple methods. In summary, clinicians should use accurately derived data from multiple sources before making decisions about an individual.

Clinicians should be cognizant of a person's environmental background and circumstances. Information about a client's home, community, and the like must be evaluated in an individualized decision-making process. Likewise, clinicians should not ignore evidence that disadvantaged, ethnic minority clients with unfavorable test results are as likely to encounter difficulties as are middle-class, majority clients with unfavorable test results, given the same environmental circumstances. The purpose of the assessment process is to beat the prediction—to suggest hypotheses for interventions that will prevent a predicted failure or adverse outcome (Reynolds, Lowe, et al., 1999). This perspective, although developed primarily around ability testing, is relevant to personality testing as well.

We urge clinicians to use tests fairly and in the interest of examinees, but we see little benefit in discarding standardized tests entirely. We recommend that test consumers evaluate each measure separately to ensure that results pertaining to bias are available and satisfactory. If results are unsatisfactory, local norming may produce less biased scores. If results are unavailable, additional testing may be possible given samples of sufficient size. In addition, clinical practice and especially research should reflect an understanding of the conceptual distinctions, such as bias versus unfairness, described above.

A philosophical perspective emerging in the bias literature is that, before publication, test developers should not only demonstrate content, construct, and predictive validity but should also conduct content analysis in some form to ensure that offensive material is absent from the test. Expert reviews of test content can have a role, and the synergistic relationship between test use and psychometrics must be accommodated in an orderly manner before tests gain increased acceptance in society.

Nevertheless, informal reviews cannot meet the need to assess for bias. Test authors and publishers must demonstrate factorial congruence with all groups for whom a test is designed, to permit accurate interpretation. Comparisons of predictive validity with ethnic and gender groups are also important. Such research should take place during test development, a window during which measures can be altered using numerous item analysis procedures to minimize gender or ethnic bias. This practice has been uncommon, except with some recent achievement tests.

Scant available findings for personality tests are a major weakness in the bias literature. Only recently have researchers begun to respond appropriately to this problem (e.g., Reynolds & Kamphaus, 1992). Increased research is needed also for neuropsychological tests, for ability and achievement tests not yet investigated, for SES, and for minority examinees tested by majority examiners. Future results, it is expected, will continue to indicate consistency for different genders, races, ethnicities, and similar groups.

Finally, a clear consensus on fairness, and on steps to be taken to attain it, is needed between persons with humanitarian aims and those with scientific interest in test bias. Accommodation toward this end would ensure that everyone concerned with a given test was satisfied that it was unbiased and that the steps taken to achieve fairness could be held up to public scrutiny without reservation (Reynolds, Lowe, et al., 1999). Test bias and fairness is a domain in great need of consensus, and this goal is attainable only with concessions on all sides.

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