Traditional Psychometric Tests and Proportionate Representation: An Intervention and Program Evaluation Study
The Wechsler Intelligence Scale for Children-Revised (WISC-R) and Standard Raven Progressive Matrices (SPM) Test were evaluated in the context of an intervention/program evaluation study and in terms of a proportionate representation model of test bias. A total of 26,300 boys and girls from 8 differ...
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| Veröffentlicht in: | Psychological assessment 1995-06, Vol.7 (2), p.183-194 |
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| creator | Saccuzzo, Dennis P Johnson, Nancy E |
| description | The Wechsler Intelligence Scale for Children-Revised (WISC-R) and Standard Raven Progressive Matrices (SPM) Test were evaluated in the context of an intervention/program evaluation study and in terms of a proportionate representation model of test bias. A total of 26,300 boys and girls from 8 different ethnic backgrounds were evaluated over a 9-year period. An intervention based on monitoring of and feedback to referral sources proved effective in improving proportionate representation in the referral process. Moreover, the WISC-R and SPM showed approximately equal predictive validity and no evidence of differential validity. Significant differences were found as a function of ethnic background between those referred and those certified as gifted, as well as between those referred and those who scored in the 98th percentile on either test. Implications for traditional tests are discussed. |
| doi_str_mv | 10.1037/1040-3590.7.2.183 |
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A total of 26,300 boys and girls from 8 different ethnic backgrounds were evaluated over a 9-year period. An intervention based on monitoring of and feedback to referral sources proved effective in improving proportionate representation in the referral process. Moreover, the WISC-R and SPM showed approximately equal predictive validity and no evidence of differential validity. Significant differences were found as a function of ethnic background between those referred and those certified as gifted, as well as between those referred and those who scored in the 98th percentile on either test. Implications for traditional tests are discussed.</description><identifier>ISSN: 1040-3590</identifier><identifier>EISSN: 1939-134X</identifier><identifier>DOI: 10.1037/1040-3590.7.2.183</identifier><language>eng</language><publisher>Washington, DC: American Psychological Association</publisher><subject>American Indians ; Asians ; Biological and medical sciences ; Black People ; Children & youth ; Developmental psychology ; Disproportionate Representation ; Ethnic Groups ; Fundamental and applied biological sciences. Psychology ; Gifted ; Human ; Intelligence ; Intelligence Tests ; Intervention ; Latinos/Latinas ; Program Evaluation ; Psychology ; Psychology. Psychoanalysis. Psychiatry ; Psychology. Psychophysiology ; Psychometrics ; Racial and Ethnic Differences ; Raven Progressive Matrices ; Referral ; Selection ; Test Bias ; Wechsler Intelligence Scale for Children ; Wechsler Intelligence Scale for Children (Revised) ; White People</subject><ispartof>Psychological assessment, 1995-06, Vol.7 (2), p.183-194</ispartof><rights>1995 American Psychological Association</rights><rights>1995 INIST-CNRS</rights><rights>Copyright American Psychological Association Jun 1995</rights><rights>1995, American Psychological Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a438t-2acda7db0a713e9219363023954ec98a26d0263b1f681bcda0d5197504a58d3b3</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,780,784,27869,27924,27925</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ509327$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=3558207$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><contributor>Butcher, James N</contributor><creatorcontrib>Saccuzzo, Dennis P</creatorcontrib><creatorcontrib>Johnson, Nancy E</creatorcontrib><title>Traditional Psychometric Tests and Proportionate Representation: An Intervention and Program Evaluation Study</title><title>Psychological assessment</title><description>The Wechsler Intelligence Scale for Children-Revised (WISC-R) and Standard Raven Progressive Matrices (SPM) Test were evaluated in the context of an intervention/program evaluation study and in terms of a proportionate representation model of test bias. 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Implications for traditional tests are discussed.</description><subject>American Indians</subject><subject>Asians</subject><subject>Biological and medical sciences</subject><subject>Black People</subject><subject>Children & youth</subject><subject>Developmental psychology</subject><subject>Disproportionate Representation</subject><subject>Ethnic Groups</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Gifted</subject><subject>Human</subject><subject>Intelligence</subject><subject>Intelligence Tests</subject><subject>Intervention</subject><subject>Latinos/Latinas</subject><subject>Program Evaluation</subject><subject>Psychology</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychometrics</subject><subject>Racial and Ethnic Differences</subject><subject>Raven Progressive Matrices</subject><subject>Referral</subject><subject>Selection</subject><subject>Test Bias</subject><subject>Wechsler Intelligence Scale for Children</subject><subject>Wechsler Intelligence Scale for Children (Revised)</subject><subject>White People</subject><issn>1040-3590</issn><issn>1939-134X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1995</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNp9kU9LAzEQxYMoWKsfQPCwWE_C1kmy2U1OIqX-o2CRCt7CNJvilra7JttDv71ZtxYF9ZSQ95uZNy-EnFLoU-DZFYUEYi4U9LM-61PJ90iHKq5iypPX_XD_0g_JkfdzAJpwKTrkeuIwL-qiXOEiGvuNeSuXtnaFiSbW1z7CVR6NXVmV7pOpbfRsK2e9XdXYvByTgxkuvD3Znl3ycjucDO7j0dPdw-BmFGOYU8cMTY5ZPgXMKLeKBWspB8aVSKxRElmaA0v5lM5SSaeBhVxQlQlIUMicT3mXnLd9K1e-r4M1PS_XLpj2Om1WgURm_0EMVJJCGuZ2Se8viHKQkkmANFC0pYwrvXd2pitXLNFtNAXdJK6bRHWTqM400yHxUHOx7Yze4GLmcGUKvyvkQkgGjcuzFrMh5p06fBSgOGvky1bGCnUVfgRD9GZhvVk7F2LXofu3kb3f4R_UB3amovk</recordid><startdate>19950601</startdate><enddate>19950601</enddate><creator>Saccuzzo, Dennis P</creator><creator>Johnson, Nancy E</creator><general>American Psychological Association</general><general>The Association</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>IQODW</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>JWXEY</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7RZ</scope><scope>PSYQQ</scope></search><sort><creationdate>19950601</creationdate><title>Traditional Psychometric Tests and Proportionate Representation</title><author>Saccuzzo, Dennis P ; Johnson, Nancy E</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a438t-2acda7db0a713e9219363023954ec98a26d0263b1f681bcda0d5197504a58d3b3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1995</creationdate><topic>American Indians</topic><topic>Asians</topic><topic>Biological and medical sciences</topic><topic>Black People</topic><topic>Children & youth</topic><topic>Developmental psychology</topic><topic>Disproportionate Representation</topic><topic>Ethnic Groups</topic><topic>Fundamental and applied biological sciences. Psychology</topic><topic>Gifted</topic><topic>Human</topic><topic>Intelligence</topic><topic>Intelligence Tests</topic><topic>Intervention</topic><topic>Latinos/Latinas</topic><topic>Program Evaluation</topic><topic>Psychology</topic><topic>Psychology. Psychoanalysis. Psychiatry</topic><topic>Psychology. Psychophysiology</topic><topic>Psychometrics</topic><topic>Racial and Ethnic Differences</topic><topic>Raven Progressive Matrices</topic><topic>Referral</topic><topic>Selection</topic><topic>Test Bias</topic><topic>Wechsler Intelligence Scale for Children</topic><topic>Wechsler Intelligence Scale for Children (Revised)</topic><topic>White People</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Saccuzzo, Dennis P</creatorcontrib><creatorcontrib>Johnson, Nancy E</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 39</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>APA PsycArticles®</collection><collection>ProQuest One Psychology</collection><jtitle>Psychological assessment</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Saccuzzo, Dennis P</au><au>Johnson, Nancy E</au><au>Butcher, James N</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ509327</ericid><atitle>Traditional Psychometric Tests and Proportionate Representation: An Intervention and Program Evaluation Study</atitle><jtitle>Psychological assessment</jtitle><date>1995-06-01</date><risdate>1995</risdate><volume>7</volume><issue>2</issue><spage>183</spage><epage>194</epage><pages>183-194</pages><issn>1040-3590</issn><eissn>1939-134X</eissn><abstract>The Wechsler Intelligence Scale for Children-Revised (WISC-R) and Standard Raven Progressive Matrices (SPM) Test were evaluated in the context of an intervention/program evaluation study and in terms of a proportionate representation model of test bias. A total of 26,300 boys and girls from 8 different ethnic backgrounds were evaluated over a 9-year period. An intervention based on monitoring of and feedback to referral sources proved effective in improving proportionate representation in the referral process. Moreover, the WISC-R and SPM showed approximately equal predictive validity and no evidence of differential validity. Significant differences were found as a function of ethnic background between those referred and those certified as gifted, as well as between those referred and those who scored in the 98th percentile on either test. Implications for traditional tests are discussed.</abstract><cop>Washington, DC</cop><pub>American Psychological Association</pub><doi>10.1037/1040-3590.7.2.183</doi><tpages>12</tpages></addata></record> |
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| ispartof | Psychological assessment, 1995-06, Vol.7 (2), p.183-194 |
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| language | eng |
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| source | EBSCOhost APA PsycARTICLES; Periodicals Index Online |
| subjects | American Indians Asians Biological and medical sciences Black People Children & youth Developmental psychology Disproportionate Representation Ethnic Groups Fundamental and applied biological sciences. Psychology Gifted Human Intelligence Intelligence Tests Intervention Latinos/Latinas Program Evaluation Psychology Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychometrics Racial and Ethnic Differences Raven Progressive Matrices Referral Selection Test Bias Wechsler Intelligence Scale for Children Wechsler Intelligence Scale for Children (Revised) White People |
| title | Traditional Psychometric Tests and Proportionate Representation: An Intervention and Program Evaluation Study |
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