Unfair Treatment? The Case of Freedle, the SAT, and the Standardization Approach to Differential Item Functioning

By M. Santelices, Mark R. Wilson. 2010

148 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Management Science and Operations Research

View Paper: https://www.semanticscholar.org/paper/873167a59796d31bf6d8ccf7fc21447f0ef06a48

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In Developmental and Educational Psychology

In Education

In Management Science and Operations Research

Citations in the corpus

Algorithmic Bias in Education (2021, background): “…bias in sentencing decisions (Angwin et al., 2016), racial bias in identifying patients for additional health care (Obermeyer et al., 2019), and -- in education -- bias in standardized testing and its resulting impact on high stakes admission decisions (Dorans, 2010; Santelices & Wilson, 2010).”
Segregation and the Underrepresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms (2014, background): “Some educators contend and argue ad nauseum that tests, policies, and procedures are equitable—fair and unbiased (see Santelices & Wilson, 2010).”
Investigating Grit at a Non-Cognitive Predictor of College Success (2016, background): “In addition, because of large subgroup differences between minority and non-minority students, many believe standardized tests are ethnically and culturally biased (Freedle, 2003; Santelices & Wilson, 2010).”
On the (im)possibility of fairness (2016, background): “Example: Structural Bias in a College Admissions Decision Researchers have shown that the SAT verbal questions function differently for the African-American subgroup, so that the validity of the results as a measure of ability are in question for this subgroup [21].”
Race, Poverty and SAT Scores: Modeling the Influences of Family Income on Black and White High School Students’ SAT Performance (2013, unknown): “Inherently, the SAT makes strong assumptions of linguistic and cultural universality at the symbolic cost of all those that do not comport or perform to those aims (Freedle, 2003; Santelices & Wilson, 2010).”