Assessment of Cognitive Abilities in Hispanic Children

ABSTRACT

Equitable cognitive assessment of Hispanic children rests primarily on a thorough understanding of the manner in which test performance is affected by acculturation and language proficiency. Although current tests are psychometrically sophisticated, their use with Hispanic children is plagued by assumptions that have a discriminatory impact. Bias is a function of differences in experience between an individual and the norm group. By virtue of their emerging bilingualism and blended cultural backgrounds, Hispanic children are generally not represented adequately by any existing norm sample. By classifying tests according to degree of cultural loading and linguistic demand, a defensible and systematic approach to reducing bias in test selection and test interpretation can be achieved. Use of cultural and linguistic test classifications places a viable and practical method for reducing the discriminatory aspects of standardized tests in the assessment of Hispanic children within easy reach of most professionals.

KEYWORD

Cultural bias - linguistic bias - nondiscriminatory cognitive assessment

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