Culturally Responsive Assessment

Concerns regarding Current Assessment Practices and Tools

Current educational practices support the psychometric movement that emphasizes the perspective that all important dimensions of human behavior can be measured. Confusion regarding the definitions of particular constructs in relation to the tests designed to measure them (e.g., intelligence) exacerbates concerns regarding test usage with diverse cultural communities. Historically, a number of tests have been criticized for being culturally biased against particular racial and ethnic groups. Test bias refers to the existence of systematic error in the measurement of a particular psychological construct. Bias has been examined with respect to discrepancies between males and females as well as different racial and ethnic groups. Sources of test bias can include inappropriate test content, inappropriate standardization samples, examiner/clinician bias, language bias, inequitable social consequences, measurement of different constructs, and differential predictive validity. Regardless of these challenges, tests have become the major gatekeeper to educational opportunities. Performance on aptitude and achievement tests is often considered a critical part of admission proceedings and opportunities for vocational advancement.

The Process of Assessment

Tests are only one part of an assessment process that includes gathering background information, selecting measures, administering the evaluation, interpreting results, and making recommendations for future interventions. From start to finish, cultural considerations can be considered during the assessment process.

To ensure the culturally responsive assessment process, evaluators must first obtain salient information regarding the students' background. This is often obtained through an interview with the individual and other important stakeholders (e.g., parents/guardians, teachers, mentors) and examination of other materials pertaining to the individual's life (e.g., educational, medical, legal records). Topics to be addressed in the interview [Page 541]may include perceptions of the concern establishing the need for the assessment, family history, language proficiency, acculturation, racial or ethnic identity, educational background, medical status, social supports and resources, socioeconomic status, religion, spirituality, and sexual orientation. Note that not all of these areas are traditionally addressed in an educational evaluation. They are included here because a multifaceted understanding of the student is paramount in appreciating her or his experiences in cultural context. Knowledge of the student's background is often invaluable in making decisions regarding the next steps in the assessment process.

The evaluator may need to decide whether an evaluation is appropriate given current life circumstances. For example, it may be determined that an evaluation is not appropriate if the student is still in the process of adjusting to a new living environment as in the case of a recent immigration or refugee status. A wait period may be designated before the assessment with interventions in place to assist the student in adapting to the educational system.

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