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TEST BIAS--VALIDITY OF THE SCHOLASTIC APTITUDE TEST FOR NEGRO AND WHITE ... PDF

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RESUMES REPOR T JC 680 082 ED 018 200 NEGRO SCHOLASTIC APTITUDE TEST FOR TEST BIAS- - VALIDITY OF THE INTEGRATED COLLEGES. AND WHITE STUDENTS IN BY- CLEARY, T. ANNE PRINCETON, N.J. EDUCATIONAL TESTING SERVICE, JUN 66 PUB DATE REPORT NUMBER ETS-RB-66-31-JUNE-1966 REPORT NUMBER ETS-RDR-65-6-18 26P. HC-$1.12 MF-$0.25 EDRS PRICE *EDUCATIONAL TESTING, DESCRIPTORS- *JUNIOR COLLEGES, *APTITUDE TESTS, *CULTURE FREE PREDICTIVE ABILITY (TESTING) , EDUCATION, TESTING, GROUP TESTS, *TEST VALIDITY, HIGHER TESTING, SCHOLASTIC TESTS, PROGNOSTIC TESTS, COMPARATIVE EXAMINATION BOARD' APTITUDE TEST, COLLEGE ENTRANCE SAID TO BE BIASED FOR FOR THIS RESEARCH, A TEST WAS POPULATION IF, IN THE PREDICTION MEMBERS OF A SUBGROUP OF THE TEST WAS DESIGNED, CONSISTENT OF A CRITERION FOR WHICH THE FOR MEMBERS OF THE NONZERO ERRORS OF PREDICTION ARE MADE WHITE STUDENTS FROM THREE SUBGROUP. SAMPLES OF NEGRO AND IN THE TWO EASTERN INTEGRATED COLLEGES WERE STUDIED. IN THE REGRESSION LINES COLLEGES, NO SIGNIFICANT DIFFERENCES SOUTHWEST, SIGNIFICANT WERE FOUND. IN ONE COLLEGE IN THE THE NEGRO SCORES THAT WERE DIFFERENCES WERE FOUND, BUT IT WAS THREE SCHOOLS, THE OVERFREDICTED. THUS, IN ONE OF THE BUT FOUND TO BE SLIGHTLY BIASED, SCHOLASTIC APTITUDE TEST WAS THE SCHOOLS USED IN TilIS IN FAVOR OF THE NEGRO STUDENT. AS SPECTRUM OF COLLEGES IN THE STUDY CO NOT REPRESENT THE FULL CONCLUSIONS CAN BE REACHED. UNITED STATES, NO GENERAL (AUTHOR/HH) 1:R C EXAMINATION BOAPD COLLEGE ENTRANCE REPORTS RESEARCH AND DEVELOPMENT RESEARCH BULLETIN JUNE 1966 RB-66-31 TEST BIAS: Aptitude Test Scholastic Validity of the for White Students Negro and in Integrated Colleges T. Anne Cleary Division, ETS Developmental Research f. EDUCATIONAL TESTING SERVICE PRINCETON, NEW JERSEY BERKELEY, CALIFORNIA WElfiRI U S DEPARININI Of 111111H. EDUCATION t OffICE Of EDUCIIION IRON 1111 DOCUNENI HIS 1101 REPRODUCED (WW1 AS RECEIVED IRIS POINTS Of VIEW OR OPINIONS PERSON OR ORGANI1AIION ORIGINATING II Of EDUCIIION SIIIED DO NI NECESSARILY REPRESENT OffICIAI OffICE POSITION OR POLICY College Entrance Examination Board RESEARCH AND DEVELOPMENT REPORTS RDR-65-6, No. 18 VALIDITY OF THE SCHOLASTIC APTITUDE TEST FOR TEST BIAS: COLLEGES NEGRO AND WHITE STUDENTS IN INTEGRATED Research Division, ETS T. ANNE CLEARY, Developmental Research Bulletin RB-66-31 -. UNIVE2S; June 1966 LOS EDUCATIONAL TESTING SERVICE FEB 2 3 1968 Princeton, New Jersey CLEARINGHOUSE FOR JUNIOR COLLEGE INFOrr4.ATON Validity of the Scholastic Aptitude Test for Test Bias: Integrated Colleges Negro and White Students in Abstract said to be biased for members of a subgroup For this research, a test was test was the prediction of a criterion for which the of the population if, in of prediction are made for members of the designed, consistent nonzero errors students from three integrated colleges Samples of Negro and white subgroup. significant differences in the In the two eastern colleges, no were studied. In the one college in the southwest, significant regression lines were found. the Negro scores which were overprediel;ed. differences were found, but it was .che Scholastic Aptitude Test was found to Thus, in one of the three sLiools, biased in favor of the Negro student. be slightly biased, but for Validity of the Scholastic Aptitude Test Test Bias: in Integrated Colleges Negro and White Students Cleary T. Anne (1966) discussed one possible Cleary and Hilton In a recent paper, According to that definition, an item of a test bias. interpretation of test particular group if the item biased for members of a is considered to be of that group and discrepancy between the performance produces an uncommon That is, the members of the group obtain other groups. the performance of of other groups by which differs from the average score an average score performance on other items of the same test. than expected from more or less item-group of variance, bias was defined as an In terms of the analysis data, Cleary and Hilton concluded that On the basis of their interaction. biased, and Scholastic Aptitude Test are not the items in the Preliminary is not largely discriminatory, the discrimination that, if the PSAT is whole. of items, but to the test as a attributable to particular sets The definition of bias used in possible, Another definition of bias is predictor: concerned with the test as a whole used as a the present study is if, in the of a subgroup of the wpulation A test is biased for members consistent nonzero which the test was designed, prediction of a criterion for In other words, made for members of the subgroup. errors of prediction are consistently too low a criterion score is the test is biased if too high or used. when the common regression line is subgroup predicted for members of the "unfair," there may be a connotation of With this definition of bias, The produces a prediction that is too low. particularly if the use of the test 1-3 definition of bias: The present research was concerned with this second prediction of college grade averages from the Scholastic Aptitude Test (SAT) studied. for Negro and white students in integrated colleges was The validity of the SAT as a predictor of college grades for Negroes in Negro college's appears to be at least as good as the typical validity for Hills, Klock, and Lewis (1963) report correlations of SAT white students. verbal and mathematics scores with first year average grades for freshmen entering both the Negro and white colleges in the Georgia State University The lowest correlations for both male and female students were found System. The validity of the in the white colleges rather than in the Negro colleges. test in Negro colleges is made more striking by the fact that the standard deviation of the scores in the Negro colleges was approximately half that in the white colleges. Data reported by Hills (1964) for the four academic years 1959 through 1962 in the Georgia State University System were subjected to analyses of They found that, when a correction (1964). variance by Biaggio and Stanley for restriction in range was applied, the correlations of test scores with freshman grades were significantly higher for the Negroes than for the non- When the restriction in range was not considered, they found that Negroes. the correlations were significantly higher for non-Negro females than for Negro females, but there were no significant differences among males. (1964) Stanley, Biaggio, and Porter (1966) extended the Biaggio-Stanley When correlations with grade-point study to cover six years, 1959 to 1964. predominantly Negro colleges average, corrected for restriction in range in the subjected to four analyses of variance Z , were and transformed into Fisher's found to be and women), they were SAT-M for men and women, (SAT-V for men correlations When the original Negro colleges. higher in the significantly between Negro significant differences variance, no analyses of in the were used non-Negro females correlations for found, but the males were and non-Negro and Stanley, Biaggi°, Negro females. higher than for significantly were of the for the prediction are valid SAT -type test scores concluded that Porter primarily by Negroes. Negroes and taught competing with of Negroes college grades SAT scores freshman grades from prediction of (1965) studied the McKelpin North liberal arts college, predominantly Negro in the school average and high high as those validities that were as He found at Durham. Carolina College literature. in the commonly reported freshmen, SAT-V scores of 129 Fisk in a sample (1962) found that, Roberts SAT-M scores, average, and freshman grade-point of .63 with had a correlation for 1962 the correlations Roberts reported In 1964, .68. correlation of a 40 to 203. ranging from with sample sizes Negro colleges freshmen in eight average were: freshman grade-point correlations with The median Total Female Male .50 .49 .52 SAT Verbal .47 .51 .46 SAT Math populations. observed in other to those are similar These correlations rank, with high school in combination have been used When SAT scores white colleges both Negro and been found in correlations have similar multiple 964). 1 (Olsen, 1957; Roberts, about the validity of the SAT for been raised, however, A question has Clark integrated colleges. of Negro students in predicting academic success students who had applied for aid from (1963) studied a group of and Plotkin Fund for Negro Students in order to enter Scholarship Service and the National Complete information was not to 1956. in the years 1952 interracial colleges determine at times it is difficult to entire sample, and available for the Nevertheless, Clark and comparison. used for a particular which subsample was academic not a valid predictor of that perhaps the SAT is Plotkin suggest They found that while the SAT did colleges. Negroes in integrated success for college with a B+ or higher average those who completed discriminate between lower average, it did not college with a C+ or and those who completed and those who did not graduate. who completed college discriminate between those relationship between grades and SAT for the lack of A possible explanation complete those students for whom restriction in range; scores is severe Campbell (1964) has selected group. a highly information was available were students varied widely in colleges attended by these pointed out that the ability unlikely that those of higher and that it is not degree of selectivity perhaps lower than colleges where their grades were went to more selective Since the same weight was less selective school. might be expected at a the relationship regardless of college attended, given to grades achieved would be attenuated. between grades and ability academic performance (1963, p. 21) also state that the Clark and Plotkin indicated level that would be studied was far beyond the of the students they Whatever the inadequacies indices av College Board scores. by such predictive investigation. discrepancy deserves further Plotkin study, such a of the Clark and Purpose predictive validity that concerned with the aspect of bias is An important test is the same fol of the criterion on the If the regression of the test. of its be said to be biased in terms the test cannot different groups, different, of the regression lines are If the intercepts predictive validity. The be made within each group. of prediction will consistent nonzero errors of college grades on the to study the regression this research was purpose of Because high school colleges. in integrated and white students SAT for Negro grades, the SAT for the prediction of generally used with rank-in-class is To determine whether when possible. included in the analysis rank-in-class was to and white students were due regressions for Negro differences in the white the criterion, a sample of and therefore in differences in curriculum curriculum was also studied. the Negro students on students matched with Sample of a sample for encountered in the selection were Two major difficulties Negro and white the regression lines for In order to compare this research. number of Negro and white to find a sufficient students, it was necessary various integrated colleges, In initial inquiries at college. students in the same overestimate the and faculty tended to that administrators it was discovered made at some When an actual count was the campus. number of Negro students on students to make the analysis there were too few Negro of these colleges, United States that of the population of the Considering the percentage feasible. is disturbing. the integrated colleges of Negro students in is Negro, the scarcity identification of the Negro encountered was the A second difficulty their individual students. record of the race of Most schools had no students. it is realized that records change in the future as situation will Perhaps, this generally, equal oppor- investigation of bias or, more for any are necessary tunity. used in the study: Three schools were approximately state-supported-institution with eastern, School 1 is an by having two students was identified The race of the 5000 male students. pictures in the standard identification independently the examine persons If judge was used. disagreement, a third Wherever there was school files. classified as white. the student was not be reached, agreement could provided by the NAACP: of Negro students obtained from a list Corroboration was classified as Negro, and one list had been not on the NAACP five students The five students classified as white. list had been student on the NAACP examination of Negroes after further list were retained as not on the NAACP the the one student who was on The race code of pictures. the identification changed to Negro. classified as Negro was who had not been NAACP list but 1: selected from school Three samples were All Negro students, Group 1: the Negro students matched with A sample of white Group 2: and class, and students on curriculum students. of the white A random sample Group 3: school with approximately eastern state-subsidized School 2 is also an by two again identified The Negro students were students. 10,000 full-time When the curriculum identification pictures. examining the school persons that most it was discovered students, tabulated for the Negro and class were The Liberal Arts. 148) were freshmen in students (84 out of of the Negro

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REPOR T RESUMES. ED 018 200. JC 680 082. TEST BIAS- - VALIDITY OF THE. SCHOLASTIC APTITUDE TEST FOR NEGRO. AND WHITE
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