Essentials of Cross-Battery Assessment by Dawn P. Flanagan & Samuel O. Ortiz & Vincent C. Alfonso

Author:Dawn P. Flanagan & Samuel O. Ortiz & Vincent C. Alfonso [Alfonso, Vincent C.]
Language: eng
Format: epub
Tags: Assessment; Testing & Measurement, Psychology, Clinical Psychology, General, Testing & Measurement, Education, Intelligence tests, Intellect
ISBN: 9780471757719
Publisher: John Wiley and Sons
Published: 2007-03-22T07:00:00+00:00

Cultural Loading Classification

The first principal dimension along which tests are organized relates to Degree of Cultural Loading, which represents the degree to which a given test requires specific knowledge of or experience with mainstream U.S. culture. In this regard tests were classified in terms of several characteristics, including emphasis on process, content, and nature of response. Specifically, tests were categorized along dimensions that related to process or product (process-dominant versus product-dominant) and stimuli (use of abstract or novel stimuli versus use of culture-specific stimuli)—although attention was also given to aspects of the communicative relationship between examinee and examiner (i.e., culturally specific elements apart from actual oral language, such as affirmative head nods, pointing, etc.; see McCallum & Bracken, 1997). These characteristics are in accordance with the findings of various researchers (e.g., Jensen, 1974; Valdés & Figueroa, 1994) who suggest that tests that are more process oriented and that contain more novel, culture-reduced stimuli and communicative requirements might yield scores that are fairer estimates of ability or skill, since they would be less subject to attenuating influences from an individual’s level of exposure to mainstream culture. Classification of tests utilizes a simple, three-category system (high, moderate, and low), which reflects the fact that the nature of these dimensions is better represented by a continuum than by a dichotomy.

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