Examining Cultural Bias in Standardized Science Test Items

• In Event: 14.045 - Roundtable Session 2
  In Roundtable Session: 14.045-1 - "Achievement" in STEM: Exploring Educational Opportunity and Bias

Abstract

Historically, Indigenous students have scored lower on standardized science tests than their majority counterparts (Cajete, 1988). Researchers have shown there is an inherent disadvantage for Indigenous students who may have been brought up to understand science and scientific reasoning in a very different manner (Barnhardt & Kawagley, 2005). However, high stake tests are still developed using science standards that do not include Native knowledge.

To address this inequity, Montana has developed a state science assessment that incorporates a small number of test items that assess all (majority and Indigenous) students’ understanding of Indigenous science. Within this study, Indigenous test items are examined to see if there are any patterns in the kinds of distractors that the students select.

Authors

• Juliann Dupuis, Notre Dame of Maryland University

• Eleanor Diane Abrams, UMass Lowell College of Education