Researchers have examined cultural influences in test-taking and their findings show a significant relationship between language variation and scores. This reinforces the need for culturally valid assessment processes. Students’ scores should not be influenced by factors other than those the assessment is intended to measure. An assessment process is culturally valid when diverse students are represented in the population sample, cultural influences on student performance are considered and accommodations for language acquisition needs are made.
How as teachers do we take this into consideration when creating assessments for our students?
