chapter 15

            I appreciated the importance of considering culture and language in assessment validity.  I saw the importance of this clearly when I worked with refugees in Lancaster who were not familiar with the English language or with American/European culture.  I also saw this somewhat when I was a university student in a German university during college.  I was assessed by my German professors in the German language.  This was very difficult because I was less than fluent in that language, particularly when it came to scientific language needed for my genetics and biochemistry classes.  Additionally the method of testing was quite different than what I had been schooled in during my many years of education.  Both things certainly made it more difficult for me to demonstrate my acquired knowledge and proficiency.  The testing experience was often very frustrating for me as well as intimidating when I met with German professors for oral exams during my year studying abroad.  I would imagine English language learners might have some of the same feelings as they are tested here in the United States.  They might not be able to show the full extent of what they know due to language difficulties, and may appear to process more slowly.  However it would be important to distinguish whether those things are a reflection of their general ability or their language ability.  Additionally it could be very important to give extra direction and practice with the method of testing since that too, may be completely foreign to them.  By the time students are in high school, most American students are well rehearsed in standardized multiple-choice tests.  However, a student from another culture may not have had equal practice or exposure to that type of testing.  Again, in order to be sure that the results are valid and reliable, both these things must be taken into account.

            I also appreciated the section in the book that discussed acculturation.  Being culturally sensitive does not mean that we should make assumptions about those who come from other cultures.  Just as examiners should not assume there are no differences that need to be taken into account, examiners should also not assume that there are differences that need to be accounted for simply because of someone’s background.  The questions that investigate the level of acculturation would be very helpful in determining whether or not an assessment is valid for each individual. 

Reference

Drummond, R. J. and Jones, K. (2010). Assessment Procedures for Counselors and Helping Professionals. Upper Saddle River, New Jersey: Pearson Education, Inc.