
Contents
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Sources for Knowledge Claims About Psychological Tests and Culturally Diverse Groups Sources for Knowledge Claims About Psychological Tests and Culturally Diverse Groups
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Conclusions from High-Quality Empirical Research Conclusions from High-Quality Empirical Research
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Methods for Assessing Cultural Bias in Psychological Tests Methods for Assessing Cultural Bias in Psychological Tests
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Personality and Behavior Assessment Personality and Behavior Assessment
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Testing Adaptations Across Widely Divergent Cultural Groups Testing Adaptations Across Widely Divergent Cultural Groups
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Ensuring Construct Equivalence Ensuring Construct Equivalence
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Test Administration Procedures Test Administration Procedures
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Test Content Test Content
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Test Translation/Adaptation Issues Test Translation/Adaptation Issues
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Psychological Testing with Culturally Diverse Groups: Empirically Established Conclusions Psychological Testing with Culturally Diverse Groups: Empirically Established Conclusions
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Knowledge Claims from Sociopolitical Ideologies/Crusades Knowledge Claims from Sociopolitical Ideologies/Crusades
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Multiculturalism Doctrines and Testing Multiculturalism Doctrines and Testing
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An Analysis of Sociopolitical Advocacy Anti-Test Arguments An Analysis of Sociopolitical Advocacy Anti-Test Arguments
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Ethical/Legal Professional Standards Ethical/Legal Professional Standards
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General Themes in Professional Ethics Codes Governing Test Use with Ethnically and Linguistically Diverse Populations General Themes in Professional Ethics Codes Governing Test Use with Ethnically and Linguistically Diverse Populations
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Practices That Are Encouraged Practices That Are Encouraged
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Practices to Avoid Practices to Avoid
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Areas Requiring Caution Areas Requiring Caution
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Blurred Boundaries Blurred Boundaries
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Implications Implications
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References References
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chapter 7 Testing, Assessment, and Cultural Variation: Challenges in Evaluating Knowledge Claims
Get accessCraig L. Frisby, College of Education, University of Missouri
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Published:01 May 2013
Cite
Abstract
The academic and psychometric literature is filled with many competing knowledge claims related to the confidence with which cognitive and personality tests can be selected, administered, and interpreted with test-takers from culturally diverse groups. There are three broad sources of knowledge claims that can inform consumers about the appropriateness of test usage with individuals from culturally different examinees: (1) conclusions drawn from high-quality empirical research, (2) claims and criticisms embedded in sociopolitical ideologies and crusades, and (3) ethical and legal professional testing standards. Major claims from each of these sources are identified and summarized, followed by an analysis of the compatibility and conflict between information emanating from these knowledge sources.
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