NON-DISCRIMINATORY ASSESSMENT OF CULTURALLY DIFFERENT STUDENTS
Abstract
Intellectual assessment has been based traditionally on the assumption that intelligence is static or unchanging. This conception has resulted in inadequate testing practices with culturally different students. This paper examines alternative approaches to the cognitive assessment of ethnically different students. The two most viable methods - comprehensive and dynamic assessment - are discussed, with the hope that nondiscriminatory assessment techniques will be used with minority students. RÉSUMÉ L'evaluation des facultés intellectuelles part généralement de l'hypothèse que l'intelligence est statique ou qu'elle n'évolue pas. Cette méprise a donné lieu à des tests qui ne conviennent pas aux étudiants de milieux culturels fort différents. Dans cet article, Lewis analyse les autres façons d'aborder l'évaluation cognitive d'étudiants différents sur le plan ethnique. Il analyse les deux méthodes qui conviennent le mieux - l'évaluation cognitive d'étudiants différents sur le plan ethnique. Il analyse les deux méthodes qui conviennent le mieux - l'évaluation exhaustive et l'évaluation dynamique - dans l'espoir que des techniques d'évaluation non discriminatoires seront employées avec les étudiants des minorités.Downloads
Published
1989-09-01
How to Cite
Lewis, J., & Samuda, R. J. (1989). NON-DISCRIMINATORY ASSESSMENT OF CULTURALLY DIFFERENT STUDENTS. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 24(003). Retrieved from https://mje.mcgill.ca/article/view/7878
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