Abstract
Assessing children from minority backgrounds — be they ethnic, socioeconomic or disability-related — poses particular problems. Ironically, these children are the ones who have most to gain — or lose — from the assessment process. On the one hand, they stand to benefit from modified curricula and teaching approaches; these modifications have to be devised and implemented on the basis of assessment, and if their needs are to be met it is essential that accurate and relevant information be forthcoming. On the other hand, they can be the victims of inaccurate assessments which damage their self-concepts, lower teachers’ expectations of them and confine them to inappropriate educational programmes.
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© 1988 Rajinder M. Gupta and Peter Coxhead
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Hegarty, S. (1988). Learning Ability and Psychometric Practice. In: Gupta, R.M., Coxhead, P. (eds) Cultural Diversity and Learning Efficiency. Palgrave Macmillan, London. https://doi.org/10.1007/978-1-349-19131-4_2
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DOI: https://doi.org/10.1007/978-1-349-19131-4_2
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