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Seminar Description
The focus of this seminar is on issues related to understanding bias in testing and the manner in which bias can result from testing, including issues of reliability, validity, test selection, and interpretation. Dr. Ortiz describes some of the history of testing, the legacy of testing of English learners, why nonverbal tests are not necessarily fair, and the characteristics of tests that are influenced by cultural and linguistic factors. This sets the stage for use of the Culture-Language Test Classifications and Interpretive Matrix.
Seminar Availability
This seminar will be available for your online viewing (or re-viewing) for 45 days after purchase. Upon purchase, this seminar will be available to you online 24 hours a day, 7 days a week.
Time Ordered Agenda
Nondiscriminatory Assessment of Culturally and Linguistically Diverse Students: Issues in nondiscriminatory assessment and understanding bias in the evaluation of diverse students. (2 hours)
Introduction and Assessment Overview (Slides 1 – 2)
Use of Interpreters (Slides 3 – 4)
Authentic vs. Symbolic Assessment (Slides 5 – 16)
Early Testing Influences (Slides 17 – 22)
The Nature of Test Bias (Slides 23 – 24)
Summary and References (Slides 25 – 28)
Learning Outcomes
• Discuss why second language learners rarely, if ever, develop age-appropriate levels of language development as compared to monolingual English speaking peers.
• Explain the impact on performance when diverse individuals lack formal instruction in the symbolic and structural aspects of the language of the test (e.g., vocabulary, reading, writing, and grammatical rules).
• Describe the impact on performance when diverse individuals lack formal instruction and informal experience in the general use of the language of the test (e.g., speech, pragmatics, semantics, syntax).
• Explain the impact on performance when diverse individuals lack exposure during the critical period to the language of the test (e.g., fluency, pronunciation, automaticity, intuitive grammar, idioms, etc.).
• Recognize that performance on any given test is based upon the degree to which an individual possesses age-appropriate levels of language development and acculturation.
Continuing Education Credit and Certificate of Attendance
All participants that successfully complete this module will receive a certificate of attendance (2 clock hours). Authorization from your individual school district or organization prior to enrollment is recommended.
If you would like to be notified when this seminar is available for ASHA CEUs, please email info@nationalceu.com.
About The Presenter(s)
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Dr. Samuel Ortiz is Associate Professor of Psychology and former Director of the School Psychology Program at St. John’s University, Queens, New York. Dr. Ortiz trains and consults nationally and internationally on topics ranging from nondiscriminatory assessment to contemporary evaluation of learning disabilities. He combines practical and research based experience with specialized education and training in working with culturally and linguistically diverse children and parents. Dr. Ortiz is bilingual (Spanish) and bicultural (Puerto Rican).
Dr. Ortiz has studied and published on topics that include assessment of culturally and linguistically diverse individuals, application of modern intelligence theory in testing through CHC Cross-Battery assessment methods, differentiating cultural and linguistic differences from disorders, and development of the Catell-Horn-Carroll Culture-Language Matrix as a method for determining the primary influence of culture and language on test performance. He recently authored three chapters in the National Association of School Psychologists’ (NASP) Best Practices IV on nondiscriminatory assessment, contemporary intellectual assessment,
and working with culturally and linguistically diverse children and families. Dr. Ortiz has also co-authored works such as Assessing Culturally and Linguistically Diverse Students: A Practical Guide and Essentials of Cross-Battery Assessment and The Achievement Test Desk Reference: A Guide to Learning Disability Identification. |
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