In the unit readings from your Psychological Testing and Assessment text, you read about misconceptions regarding test bias and test fairness—two terms that are often incorrectly considered synonymous. While questions regarding test bias have been addressed through technical means, issues with test fairness are tied to values. The text attempts to define test fairness in a psychometric context and provides eight techniques for preventing or remedying adverse impact on one or another group (see page 209). One of these techniques included differential cutoffs. Furthermore, you were introduced to a variety of methods for setting cut scores. These methods have been based on either CTT or IRT.
—–Determine which one is preferential for responding to questions about a test’s fairness.
——Identify at least two advantages and two disadvantages in using each theory, citing appropriate American Educational Research Association (AERA) standards from your readings.
——Defend your preference in terms of the methods used within each theory and how they apply to concepts of fairness across groups.
—– Essentially, how does it best address test fairness?
——Describe how advances in technology are improving the process of test development and inclusion of appropriate items.
The Lamb Inquiry was set up by the government in 2009 to investigate parental views of the SEN system and improvements that could be introduced. Parents and students were interviewed and were asked about their experiences of provision. According to Lamb (2009) the SEN system was in need of a radical overhaul, and the focus for SEN and disabled students had to have a greater emphasis on the outcomes and progression for these students after school. It also stated that there has to be a stronger voice for parents in order to build confidence in the system and that schools have to be more accountable through monitoring and reporting. Lamb (2009) states that a school cannot be a good school unless it caters properly for all children it is there to serve. The latest SEN initiative to be introduced is the Children and Families Bill which according to The Secretary of State for Education (2013 p3) ‘the Bill has a dual focus on vulnerable children and to put ambitions for strong families at the heart of those ambitions. The government hopes that the measures will improve services for vulnerable children and transform the special educational needs system. The promotion of children’s rights is to be the main issue for the Bill’. The Equality and Human Rights Commission (2012) was asked to analyse the Children and Families Bill to ensure that the government’s proposals would comply with the requirements of the Equality Act 2010 and the Human Rights Act 1998. They also assessed the Bill to ensure it complied with the UN Convention on the Rights of Persons with Disabilities (UNCRPD), and in particular, Article 24 requirement that the education system is directed to the development by persons with disabilities ‘of their personality, talents and creativity, as well as their mental and physical abilities, to their fullest potential. The Commission’s analysis was that the aims of the Bill were in accordance with the requireme>GET ANSWER