Answer Discussion Question and Respond to Two Classmate Posts for Psych Assessment Course
INITIAL DISCUSSION: (AT LEAST 350 WORDS WITH REFERENCE)
Do you believe this statement is true: Assessment instruments can be more culturally fair than culturally free? Why or why not? Please cut and paste your responses and provide feedback to two of your classmates.
RESPOND TO EACH CLASSMATE POST WITH AT LEAST 100 WORDS….
CLASSMATE POST 1:
Power,2013 believed that evaluators should use evaluation assessment instrument that is more culturally fair rather than culturally free since assessment outcome are influenced by a consumer’s cultures. This is because ethnic minority consumers with disabilities may not identify themselves with inventories that are considered normed by the host or dominant group. It is reported that ethnic minority consumers score differently on intelligence, aptitude, personality, and interest in assessment evaluation than of the dominant culture. To allow culture-fairness amongst minority consumers certain methods and measures must be implemented in the assessment evaluation process. These methods and measures are examined in this discussion.
Regarding intelligence, Power reported that most Black American score lower than White American on the Standardized test. Test developers are now becoming aware of the certain cultural bias that exists on the Standardized test. For instance, assessment instruments that are graded on a timed based African Americans score are lower because of contributing factors of how they perceived time by significant events rather than a clock or calendar. The most feasible attempt for culture-fairness is to implement “experimental intelligence” assessment, such as NNAT-2 and CTONI-2. For Aptitude and Achievement assessment our text suggested work samples and situational assessment method since time constraints are a major factor (Power,2013)
In reference to personality and interest, Power stated that when evaluators are selecting personality measure, they should be sensitive to current influences of language and acculturation on the consumer test-taking behaviors etc. For instance, the MMPI-2 test instrument was developed specifically for Black and Native Americans (Power,2013).
In conclusion, I agree with Power’s beliefs of no assessment instrument is culture free. In my opinion, the test will always reflect the culture on who developed it and it is geared towards the population of that culture. However, as Power noted test developers can take into considerations minorities values, practices and beliefs to lessen cultural bias. There will be no completely elimination of culture from the assessment instruments. Evaluators can administer assessment instruments that are considered culturally fair by implementing various guidelines and techniques when collecting information from consumers.
Reference:
Power, P. W. (2013. A Guide to Vocational Assessment. (5th ed.) Austin, TX: Pro-ED
CLASSMATE POST 2:
I agree with Power (2013) when he states that “no evaluation instrument is culture free” (p. 95). Power does say, however, that evaluators should focus on making sure that the assessments are culturally fair (Power, 2013). Several examples are given in the textbook about various elements that could possibly affect assessment outcomes for various cultures. One example given is for ethnic minorities. According to Power (2013), ethnic minorities may see the vocational assessment as being threatening, which could in turn cause anxiety and stress, therefore, assessments should be made available that help the client to feel less anxious and more relaxed. In order to ensure that an evaluation is culturally fair, the evaluator should always become familiar with the standardization and norming procedures for each potential instrument (Power, 2013).
Again, I do feel that culture fair is possible but I do not feel that culture free will ever be attainable. There has to be some level of culture in each testing instrument that is used. It would be difficult to measure the level that a person is at without being able to compare their outcomes to the outcomes of others in society, which is a part of culture. However, evaluators must understand that not every instrument is appropriate for every person. You couldn’t very well administer a test based on Asian beliefs and culture to a Hispanic client and vice versa. This is why it is crucial for evaluators to understand the types of testing instruments that are available to them and to understand how to properly choose the testing instrument for each of their clients.
Power, P. W. (2013). A guide to vocational assessment (5th ed.). Austin, TX: Pro-Ed.