Homework answers / question archive / 1)In terms of race and ethnicity biases, were the data collection instruments screened so that the test content reflected various racial and ethnic minority groups? Was consideration given to cultural differences in terms of examinee readiness, motivation, and response set? Were racial and ethnic groups appropriately represented in the standardization group? Were examiner bias and language differences considered? Was reliability and validity established for racial and ethnic minority groups? Were systemic problems that might lead to differences in performance considered? Did the researcher check on the conceptual equivalence of the items for the different cultural groups? Was the researcher aware of the level of acculturation for members of minority racial and ethnic groups? Were translated measures used appropriately? Did the researcher investigate the dominant language for the respondents? 2)If the instrument is to be or was used with people with disabilities, was the accommodation made on the basis of a specific disability? How was eligibility determined for the accommodation? What type of modification was or should be allowed? Do the scores achieved under the nonstandard conditions have the same meaning? If there is a difference in performance levels between standard and nonstandard administrations, are these due to actual differences in the construct being measured, or are they artifacts of modifications of the testing process?

1)In terms of race and ethnicity biases, were the data collection instruments screened so that the test content reflected various racial and ethnic minority groups? Was consideration given to cultural differences in terms of examinee readiness, motivation, and response set? Were racial and ethnic groups appropriately represented in the standardization group? Were examiner bias and language differences considered? Was reliability and validity established for racial and ethnic minority groups? Were systemic problems that might lead to differences in performance considered? Did the researcher check on the conceptual equivalence of the items for the different cultural groups? Was the researcher aware of the level of acculturation for members of minority racial and ethnic groups? Were translated measures used appropriately? Did the researcher investigate the dominant language for the respondents? 2)If the instrument is to be or was used with people with disabilities, was the accommodation made on the basis of a specific disability? How was eligibility determined for the accommodation? What type of modification was or should be allowed? Do the scores achieved under the nonstandard conditions have the same meaning? If there is a difference in performance levels between standard and nonstandard administrations, are these due to actual differences in the construct being measured, or are they artifacts of modifications of the testing process?

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1)In terms of race and ethnicity biases, were the data collection instruments screened so that the test content reflected various racial and ethnic minority groups? Was consideration given to cultural differences in terms of examinee readiness, motivation, and response set? Were racial and ethnic groups appropriately represented in the standardization group? Were examiner bias and language differences considered? Was reliability and validity established for racial and ethnic minority groups? Were systemic problems that might lead to differences in performance considered? Did the researcher check on the conceptual equivalence of the items for the different cultural groups? Was the researcher aware of the level of acculturation for members of minority racial and ethnic groups? Were translated measures used appropriately? Did the researcher investigate the dominant language for the respondents?

2)If the instrument is to be or was used with people with disabilities, was the accommodation made on the basis of a specific disability? How was eligibility determined for the accommodation? What type of modification was or should be allowed? Do the scores achieved under the nonstandard conditions have the same meaning? If there is a difference in performance levels between standard and nonstandard administrations, are these due to actual differences in the construct being measured, or are they artifacts of modifications of the testing process?