Pedagosko i psiholosko testiranje i procjenjivanje spadaju među najvažnije doprinose znanosti o ponasanju nasem drustvu i pružaju temeljna i znacajna poboljsanja u odnosu na ranije postupke. Iako se ne može ustvrditi da su svi testovi dovoljno usavrseni niti da su sva testiranja razborita i korisna, postoji velika kolicina informacija koje ukazuju na ucinkovitost kvalitetnih instrumenata u onim situacijama u kojima je njihovo koristenje potkrijepljeno validacijskim podacima. Pravilna upotreba testova može dovesti do boljih odluka o pojedincima i programima nego sto bi to bio slucaj bez njihovog koristenja, a također i ukazati na put za siri i pravedniji pristup obrazovanju i zaposljavanju. Međutim, losa upotreba testova može dovesti do zamjetne stete nanesene ispitanicima i drugim sudionicima u procesu donosenja odluka na temelju testovnih podataka. Cilj Standarda je promoviranje kvalitetne i eticne upotrebe testova te uspostavljanje osnovice za ocjenu kvalitete postupaka testiranja. Svrha objavljivanja Standarda je uspostavljanje kriterija za evaluaciju testova, provedbe testiranja i posljedica upotrebe testova. Iako bi evaluacija prikladnosti testa ili njegove primjene trebala ovisiti prvenstveno o strucnim misljenjima, Standardi pružaju okvir koji osigurava obuhvacanje svih relevantnih pitanja. Bilo bi poželjno da svi autori, sponzori, nakladnici i korisnici profesionalnih testova usvoje Standarde te da poticu druge da ih također prihvate.

Standards for educational and psychological testing

One provocative explanation for the continued persistence of minority achievement gaps involves the performance-dampening anxiety thought to be experienced by minority students in highly evaluative settings (i.e., “stereotype threat”). Recent field-experimental studies suggest that modest, low-cost “buffering” interventions informed by this phenomenon may be highly effective at reducing minority achievement gaps. This field-experimental study evaluates such an intervention in which students complete a self-directed “self affirmation” exercise that encourages them to identify and reflect upon their core personal values. This within-classroom randomized trial was conducted among 2,500 7th and 8th graders from six Philadelphia-area middle schools during the 2008–09 and 2009–10 academic years. Although this study failed to replicate the earlier findings indicating that the affirmation generated large increases in the academic performance of minority students, this treatment did lead to statistically s...

Social Identity and Achievement Gaps: Evidence From an Affirmation Intervention

influence of social class on socialization

This article offers a theory of a process of violation that connects macropolitical effects to the intimate terrain of subject production. I describe power, as violation, in terms of a simultaneous process of construction and destruction, which seeks its satisfaction in an injury to the very identities it is complicit in producing. Starting from analyses of power and racism in the historical Black radical tradition, and in particular the work of W.E.B. Du Bois and Frantz Fanon, and in contrast to prevailing conceptualizations in critical and poststructuralist theory, I describe violation as active and motivated rather than the mere by-product of a more fundamental imperative of reproduction or normalization. This analysis foregrounds the continuous process of assault that characterizes the hidden curriculum of schooling for students of color and other marginalized students, particularly with regard to the contemporary clinical and academic discourses that work to name, know, and organize identities. I arg...

Education and violation: conceptualizing power, domination, and agency in the hidden curriculum

Investigating the relation among disturbed sleep due to social media use, school burnout, and academic performance.

Although research has extensively documented sources for differential item functioning and stereotype threat—especially among women and black college students—little is known about group differences in test-taking strategies among black adolescent students. In this article, Arbuthnot presents findings from two studies that seek to explore how stereotype threat affects standardized test performance in mathematics among black eighth-grade students. The author contextualizes the studies in a discussion of prior research and presents findings from an analysis of black students' test performances on standardized mathematics exam questions that do and do not include differential item functioning. Arbuthnot complements this work by exploring the strategies test-takers use to process test items. Findings from the two studies suggest that stereotype threat may have a negative impact on black adolescent students' test-taking strategies and achievement on mathematics standardized tests. The author concludes the arti...

The Effects of Stereotype Threat on Standardized Mathematics Test Performance and Cognitive Processing

Although Barack Obama’s entrance into the 2008 presidential campaign has been warmly received by Whites, Blacks have been somewhat ambivalent. Some even have claimed that Obama is not “Black.” The case of Barack Obama brings to the forefront the prospect of intragroup identity differences that exist among Blacks and the potential importance of a candidate’s racial background in elections. Consequently, the authors ask the following questions: (a) Does the racial background of a political candidate affect Black voters’ support and evaluation of a candidate’s personal attributes (i.e., trust, concern, strength, and qualification)? and (b) Focusing purely on the treatment groups separately (White, biracial, and Black candidates), does Black identity affect Blacks’ support and evaluation of a candidate’s personal attributes? The experimental results of this exploratory study find race does make a difference on candidate support, and Black identity influences the way in which Black respondents perceive White, ...

https://www.jstor.org/stable/pdfplus/40282630.pdf

The Effects of Black Identity on Candidate Evaluations: An Exploratory Study

I n recent years, the assessment community has been challenged to craft a blueprint for the future of assessment. This notion of a blueprint came about several years ago, and it was an outcome of the research derived from the Gordon Commission led by Professor Edmund Gordon. As the Covid 19 pandemic is currently making waves through the United States, our ideas of normalcy are rapidly changing. This critical juncture in our history creates an opportunity for the discussion surrounding the future of assessment to be revisited. Every industry sector is currently being challenged to reimagine how they conduct business and respond to the needs of their stakeholders both during and after this historic pandemic. Many sectors of society have discovered very quickly that going back to what they have traditionally done will not work anymore. Unsurprisingly, the educational sector has not been spared during this time of transition.

https://onlinelibrary.wiley.com/doi/pdf/10.1111/emip.12376

Keena Arbuthnot

Papers

The Effects of Stereotype Threat on Standardized Mathematics Test Performance and Cognitive Processing

The Effects of Black Identity on Candidate Evaluations: An Exploratory Study

Reimagining Assessments in the Postpandemic Era: Creating a Blueprint for the Future

Global Perspectives on Educational Testing : Examining Fairness, High-Stakes and Policy Reform