Varcs principle for validating bodies
Variations in ecological circumstances suggest that assessments may be culturally loaded because they reflect the (typically white, majority) developersâ experiences, knowledge, values, and conceptualizations of the developmental domains being examined (intelligence, aggressive behavior, etc.).This can lead to a mismatch between the cultural content of the test and the cultural background of the person being assessed, so test items are not accurately reflective of the developmental experiences of the minority population.The topic has struck political, legal, and emotional chords, with many in the minority population holding deep-seated skepticism about the positive benefits of assessing their children (Green, 1980; Reynolds, 1983).Some of the features that distinguish Âminority children in United States include racial/ethnic background, socio- economic status (SES), cultural values, dialect/linguistic differ- ences, historical and current discrimination, current geographic isolation, and other characteristics that marginalize a population to the majority society.
Fairness The primary concerns about the assessment of this popula- tion are fairness and equality across groups.
Inappropriate Standardization Sample and Methods Hall (1997) argues that Western psychology tends to oper- ate from an ethnocentric perspective that research and theories based on the majority, white, population are applicable to all groups.
These paradigms are seen as templates to be used on all groups to derive parallel conclusions.
The idea that all children have been exposed to the same constructs that the assessment tries to measure, regardless of different socialization practices, early literacy experiences, and other influences, is a fallacy (Garcia and Pearson, 1994; Green, 1980; Laing and Kamhi, 2003; Valencia and Suzuki, 2001).
So, for example, bias may arise on the Peabody Picture Vocabulary Test-III (PPVT-III) because of a lack of familiarity with pointing at pictures to communicate, unfamiliarity with English vocabu- lary, or a combination of these (Laing and Kamhi, 2003).