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ID 14113
file
creator
Tamaoka, Katsuo
NDC
Education
abstract
Canadianization for the items of WISC and WISC-R would not guarantee the proper difficulty level for the substituted items. Failure of adjusting the questioning items of Information subtest indicate an American cultural bias with respect to a main-stream Canadian population. For Native children, cultural content bias against Native children is indicated in the question items of the WISC-R Information subtest. The degree of acculturation seems to influence, to a certain degree, IQ tests' results of Native children. Cultural fair tests to remove cultural effects on IQ scores did not indicate a strong predictive power for academic achievement. The attempt at computing an Estimated Learning Potential (ELP) also failed to predict a child's academic success. A simple re-calculation of WISC-R scores based on family size, family structure, socio-economic status and urban acculturation does not indicate ELP. The two attempts at cultural free tests and ELP scores also failed to assess intelligence of minority groups as a predictor of child's school achievement. Though a compromise, but the most careful and sensitive approach to assess intelligence of Canadian minority children have to be a multiple assessment approach using already established tests as a part of the information used to assess a child's learning abilities in order to facilitate adequate education and counselling.
journal title
松山大学論集
volume
Volume 2
issue
Issue 6
start page
85
end page
103
date of issued
1991
issn
0916-3298
language
eng
nii type
Departmental Bulletin Paper
HU type
Journal Articles
DCMI type
text
format
application/pdf
text version
publisher
department
International Student Center