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Educational and Psychological Measurement
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Ethnic Group Representation in Test Construction Samples and Test Bias: The Standardization Fallacy Revisited

Xitao Fan

Utah State University, fafan{at}cc.usu.edu

Victor L. Willson

Texas A&M University

Jerome T. Kapes

Texas A&M University

The purpose of the present study is to test empirically the tenability of the hypothesis that tests tend to be systematically biased against ethnic groups with smaller or no representation in the test standardization sample. Two test construction models were developed under tight experimental controls: one with differential representation of ethnic groups (White, African American, Hispanic, and Asian) in the test development sample, and the other with maximum representation of one ethnic group (100%) in the test development sample. The findings revealed that underboth test construction models, consistently there is no systematic bias against the group(s) with smaller or no representation in the test construction samples. The empirical results support the integrity of the sampling and item selection procedures widely used in psychometric practice.

Educational and Psychological Measurement, Vol. 56, No. 3, 365-381 (1996)
DOI: 10.1177/0013164496056003001
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P. Yin and X. Fan
Assessing The Factor Structure Invariance Of Self-Concept Measurement Across Ethnic And Gender Groups: Findings From A National Sample
Educational and Psychological Measurement, April 1, 2003; 63(2): 296 - 318.
[Abstract] [PDF]