Group Differences Across Scenario-Based Reading Assessments: Examining the Effects of Culturally Relevant Test Content

• In Event: Social Cultural Considerations

Abstract

We compared Black and non-Black students’ performance in three scenario-based assessments of reading comprehension. The assessment forms used reading materials on different topics that varied in the cultural relevance to Black students. Results showed that Black students were more engaged in the assessment form that was more culturally relevant to them. Further analysis revealed that after controlling for state test scores, Black students had lower performance than non-Black students in the two low cultural relevance forms, but they performed comparably to non-Black students in the high cultural relevance form. The three assessment forms had similar reliability among both Black and non-Black students, and they were similarly correlated to students’ state test scores among non-Black students.

Authors

• Zuowei Wang, Educational Testing Service
  Presenting Author

• Kelly M. Bruce, ETS
  Non-Presenting Author

• Tenaha P. O'Reilly, Educational Testing Service
  Non-Presenting Author

• Jesse R. Sparks, Educational Testing Service
  Non-Presenting Author

• Michael Walker, Educational Testing Service
  Non-Presenting Author