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This thorough research of multicultural evaluation covers major matters, together with the main tools and techniques, cognitive and academic evaluate, and cross-cultural sensitivity and ethics. delivering the most up-tp-date empirical study, concept, and particular strategies, the quantity contains case reviews that illustrate culturally delicate methods and tables that spotlight comparisons among specific measures, advantage, and review practices. together with up-to-date articles from the unique individuals in addition to solely new contributions, the revised model bargains compelling principles for undertaking checks with minority populations.
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Additional resources for Handbook of Multicultural Assessment : Clinical, Psychological, and Educational Applications, 2nd Edition
Sample text
She served as a student editor for the journal of Cultural Diversity and Ethnic Minority Psychology. Alex Pieterse is a doctoral student in counseling psychology at Teachers College, Columbia University. A. degree in counseling at New York University (1997) and his bachelor’s degree in health sciences at the Australian Catholic University in Sydney. His research interests include cultural influences in personal identity development and cultural factors related to the experience of trauma and loss.
21, 1991). Diana v. California State Board of Education, Civ. No. D. , 1970). Fradd, H. S. (1987). Bilingual education and bilingual special education: A guide for administrators. Boston: Little, Brown. Geisinger, K. F. (1994). Cross-cultural normative assessment: Translation and adaptation issues influencing the normative interpretation of assessment instruments. Psychological Assessment, 6, 304–312. , & Brice-Baker, J. (1998). Cross-cultural practice: Assessment, treatment, and training. New York: Wiley.
Thus if a test designed for one cultural group is administered to another cultural group, the test automatically favors the group for whom the test was designed. Williams (1983) also noted that the match or mismatch between a student’s cultural experiences and those of the school environment calls into question the validity of both predictor and criterion variables. Standardized achievement testing procedures that are insensitive to the linguistic and cultural needs of minority students can deflate students’ test performances, and the resulting scores in turn result in inappropriate academic labeling and placement, such as retention in grade or low-expectation education tracks (Oakes, 1985).