Testing and Evaluation in Higher Education and Its Effect on Racial Minorities [electronic resource] / Major L. Harris.
Do we control tests, or do these instruments of measurement control us? Standard scores, percentiles, norms, standard deviations and other elements of measurement can assist the educative process or degenerate into mechanical crutches. There is general consensus among most educators that learning is...
Saved in:
| Online Access: |
Full Text (via ERIC) |
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| Main Author: | |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1971.
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| Subjects: |
MARC
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| 100 | 1 | |a Harris, Major L. | |
| 245 | 1 | 0 | |a Testing and Evaluation in Higher Education and Its Effect on Racial Minorities |h [electronic resource] / |c Major L. Harris. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1971. | ||
| 300 | |a 9 p. | ||
| 500 | |a ERIC Document Number: ED053213. | ||
| 500 | |a Educational level discussed: Higher Education. | ||
| 520 | |a Do we control tests, or do these instruments of measurement control us? Standard scores, percentiles, norms, standard deviations and other elements of measurement can assist the educative process or degenerate into mechanical crutches. There is general consensus among most educators that learning is a multifactor experience involving, among other elements, the factor of environmental influences. Various studies have illustrated the effect of environment upon the academic achievement of youth and adults from racial minorities, especially those who reside in poverty communities. Educators who depend upon so-called measures of academic aptitude perform a disservice to students from racial minorities. Not only do these students become educationally crippled by this kind of single-factor decision making, but society also loses the talents of individuals whose potentials are too complex to accurately determine by scores obtained on tests of academic aptitude and achievement. Students from racial minorities could benefit more from diagnostic examinations which will assist them in analyzing and eliminating their learning difficulties. Instruments of this nature could become significant factors in the educational and career progress of people who have been economically and culturally deprived. (Author/CK) | ||
| 650 | 0 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 1 | 7 | |a Admission Criteria. |2 ericd. |
| 650 | 1 | 7 | |a Aptitude Tests. |2 ericd. |
| 650 | 0 | 7 | |a College Admission. |2 ericd. |
| 650 | 0 | 7 | |a Diagnostic Tests. |2 ericd. |
| 650 | 0 | 7 | |a Disadvantaged Youth. |2 ericd. |
| 650 | 0 | 7 | |a Educationally Disadvantaged. |2 ericd. |
| 650 | 0 | 7 | |a Environmental Influences. |2 ericd. |
| 650 | 0 | 7 | |a Evaluation. |2 ericd. |
| 650 | 1 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Learning Problems. |2 ericd. |
| 650 | 1 | 7 | |a Minority Groups. |2 ericd. |
| 650 | 0 | 7 | |a Predictive Measurement. |2 ericd. |
| 650 | 1 | 7 | |a Racial Discrimination. |2 ericd. |
| 650 | 0 | 7 | |a Test Bias. |2 ericd. |
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