Data Gathering: The Reliability and Validity of Test Data from Culturally Different Children

Adler, Sol
August 1973
Journal of Learning Disabilities;Aug/Sep1973, Vol. 6 Issue 7, p429
Academic Journal
The article explores those factors deemed relevant to cross-cultural testing situations. A plethora of data exist relevant to the various cognitive and language skills of culturally different children. There are many possible reasons for these differences; the object of this article is to explore those factors that may influence the reliability and validity of these data. It will be apparent that present testing strategies are all too often lacking in scientific rigor in so far as cross-cultural interactions are concerned. As a consequence of this lack of rigor, much of the present day educational and habilitative programming which has its roots in these test data must also be re-examined. One of the more conventional methods of determining the reliability of a specific test measure is to compare test results with those obtained by another examiner. If the scores manifest a high degree of agreement with each other, they are said to be reliable. One of the major functions of tester-testee assessment procedures should be to determine competency of functioning vis-a-vis the peer group and the standard group, under optimal testing conditions. This function is not being met adequately with culturally different children.


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