By Rajinder M. Gupta, Peter Coxhead
Read or Download Cultural Diversity and Learning Efficiency: Recent Developments in Assessment PDF
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Additional info for Cultural Diversity and Learning Efficiency: Recent Developments in Assessment
34 Learning Ability and Psychometric Practice The pluralistic model, which is the most innovative part of the system, tackles learning potential directly. It assumes that all socio-cultural groups have the same average potential for learning and that any differences observed are the result of different learning experiences. Direct comparisons can only be made between individuals who occupy the same 'socio-cultural space'. Otherwise, scores have to be adjusted to take account of socio-cultural differences.
1979), 'Evaluation of the effects of SOMPA measures on classification of students as mentally retarded', Amer. Journ. of Mental Deficiency, 86, 16-20. Vygotsky, L. S. (1962, originally published 1934), Thought and Language (New York: Wiley). , Childs, R. (1981), 'The effects of item by item feedback given during an ability test', Brit. J. Educ. Psychol. I, 51,336-46. Woodrow, H.
A significant feature of the Profile is its early use of answer-untilcorrect techniques. The testee is given feedback on every response made. Only multiple-choice answers are available and the testee is given information on the quality of each answer selected - whether correct or not, and if not how near to being correct. Each question must be answered correctly, by successive choice of responses if necessary, before the next question is attempted. The Learning Ability Profile has been tried out on groups of varying educational, socio-economic and cultural backgrounds.