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Assessing Differential Prediction Bias in the Developing Cognitive Abilities Test across Gender, Race/Ethnicity, and Socioeconomic Groups

Eastern Illinois Universitycfglc{at}eiu.edu

Timothy R. Konold

University of Virginia

This study investigated the differential predictive validity of the Developing Cognitive Abilities Test (DCAT) in a heterogeneous sample of 863 sixth-grade students. Bias was assessed across gender, race/ethnicity, and socioeconomic dimensions. Level H of the DCAT was administered during the students’ sixth-grade year, and selected subtests from the Iowa Tests of Basic Skills (ITBS) were administered 8 months later during their seventh-grade year. Overall, results indicated a general lack of bias in the DCAT in predicting ITBS scores across gender, race/ethnicity, and socioeconomic groups.

Educational and Psychological Measurement, Vol. 61, No. 1, 159-171 (2001)
DOI: 10.1177/00131640121971022


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