Cecil Reynolds – författare

This text employs a pragmatic approach to the study of educational tests and measurement so that teachers will understand essential psychometric concepts and be able to apply them in the classroom.

The principles that guide the development of this text are:

(1) What essential knowledge and skills do classroom teachers need to conduct student assessments in a professional manner?

(2) What does the research on educational assessment tell us? This focus has resulted in a uniquely approachable and technically accurate presentation of the material.

While providing a slightly more technical presentation of measurement and assessment than more basic texts, this text is both approachable and comprehensive. The text includes a gentle introduction to the basic mathematics of measurement, and expands traditional coverage to include a thorough discussion of performance and portfolio assessments, a complete presentation of assessment accommodations for students with disabilities, and a practical discussion of professional best practices in educational measurement.

The cultural-test-bias hypothesis is one of the most important scien­ tific questions facing psychology today. Briefly, the cultural-test-bias hypothesis contends that all observed group differences in mental test scores are due to a built-in cultural bias of the tests themselves; that is, group score differences are an artifact of current psychomet­ ric methodology. If the cultural-test-bias hypothesis is ultimately shown to be correct, then the 100 years or so of psychological research on human differences (or differential psychology, the sci­ entific discipline underlying all applied areas of human psychology including clinical, counseling, school, and industrial psychology) must be reexamined and perhaps dismissed as confounded, contam­ inated, or otherwise artifactual. In order to continue its existence as a scientific discipline, psychology must confront the cultural-test-bias hypothesis from the solid foundations of data and theory and must not allow the resolution of this issue to occur solely within (and to be determined by) the political Zeitgeist of the times or any singular work, no matter how comprehensive. In his recent volume Bias in Mental Testing (New York: Free Press, 1980), Arthur Jensen provided a thorough review of most of the empirical research relevant to the evaluation of cultural bias in psychological and educational tests that was available at the time that his book was prepared. Nevertheless, Jensen presented only one per­ spective on those issues in a volume intended not only for the sci­ entific community but for intelligent laypeople as well.