Peer reviewedERIC Number: EJ389981
Record Type: Journal
Publication Date: 1988
Pages: N/A
Abstractor: N/A
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Does the Use of Test Assembly Procedures Proposed in Legislation Make Any Difference in Test Properties and in the Test Performance of Black and White Test Takers?
Marco, Gary L.
Applied Measurement in Education, v1 n2 p109-33 1988
Four simulated mathematical and verbal test forms were produced by test assembly procedures proposed in legislative bills in California and New York in 1986 to minimize differences between majority and minority scores. Item response theory analyses of data for about 22,000 black and 28,000 White high-school students were conducted. (SLD)
Descriptors: Black Students, College Entrance Examinations, Comparative Analysis, Culture Fair Tests, Difficulty Level, Educational Legislation, Item Analysis, Latent Trait Theory, Minority Groups, Policy Formation, Racial Bias, Racial Differences, Scores, Secondary Education, Secondary School Students, Test Bias, Test Construction, Testing Problems, White Students
Publication Type: Journal Articles; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
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Language: English
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Identifiers - Assessments and Surveys: SAT (College Admission Test)
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