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Cited by 314

The DOI matches its Crossref record; 68 of the 68 references it cites were found in a registry or an index.

On the cultural validity of science assessments

Open access
Solano‐Flores, Guillermo, Nelson‐Barber, Sharon·2001·Journal of Research in Science Teaching
DOI 10.1002/tea.1018
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Abstract

We propose the concept of cultural validity as a form of test validity in science assessment. The conceptual relevance of cultural validity is supported by evidence that culture and society shape an individual's mind and thinking. To attain cultural validity, the process of assessment development must consider how the sociocultural context in which students live influences the ways in which they make sense of science items and the ways in which they solve them. These sociocultural influences include the values, beliefs, experiences, communication patterns, teaching and learning styles, and epistemologies inherent in the students' cultural backgrounds, as well as the socioeconomic conditions prevailing in their cultural groups. We contend that current approaches to handling student diversity in assessment (e.g., adapting or translating tests, providing assessment accommodations, estimating test cultural bias) are limited and lack sociocultural perspective. We find that attaining cultural validity may conflict with current basic principles and assumptions in testing, such as item independence and standardization. We discuss the ways in which adopting cultural validity as a criterion for test validity makes it necessary to shift assessment paradigms and adopt new procedures for assessment development. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 553–573, 2001

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Metadata

Authors
Solano‐Flores, G., & Nelson‐Barber, S.
Venue
Journal of Research in Science Teaching
Publisher
Wiley
Published
2001-04-30
Volume
38
Issue
5
Pages
553-573
ISSN
  • 0022-4308 (ISSN-L)
  • 1098-2736
DOI
10.1002/tea.1018
OpenAlex
W2049795368
Cited by
314
References
68
FWCI
26.99
Type
journal article
Language
en
Open access
bronze

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