Cultural Bias in Standardized Testing | Definition & Examples

Therefore, test standards and test questions were based on a homogenous population at the time of America's founding. In other words, there was no ethnic or cultural diversity when standardized tests first were established in the U.S., which compromises their ability to be valid. Thankfully, modern tests consider people's ethnic and cultural diversity. Questions are written in standard English taught in schools and tests are offered in other languages, with culturally relevant test items.

Cultural bias results in a lack of equal opportunity for people who belong to certain cultural and ethnic groups, which stifles their chance for success. Cultural bias means that certain people are not treated equally in society and have not been afforded the same opportunities as others. Considering this, test makers are continuously revising test items to ensure fairness for all students.

Are Standardized Tests Biased?

Standardized tests are biased if their questions are weighted in favor of one population over another. Not all tests are biased but some tests may be biased. Tests that are normed on general populations are less likely to be biased than tests normed on a homogeneous or specific population. Tests should be normed on general populations unless they are designed specifically for a certain group of people.

Cultural bias exists in tests designed and normed on non-minority children. These tests do not take into consideration a diverse student's background knowledge or prior experiences. Culturally biased tests assume that all students have the same experiences in life, which is not true. If a test is created with non-minority children in mind, then it is valid.

When cultural bias exists in standardized testing, it is in the content of test items or the format of the test. Critics of standardized testing believe that the very act of standardized testing is a cultural bias held by the dominant culture in power because these tests require a prior knowledge of test-taking. This is to say that a person needs test-taking skills to pass a standardized test, regardless of whether the test items are culturally relevant.

Test-taking is a skill that students learn in school. Some students may not have learned test-taking skills if they come from another country or region of the United States. Different dialects and cultural artifacts are all over the world and U.S. Standardized tests must be valid for all these populations.

For example, if a test sets out to measure a student's verbal comprehension, then it must use test items relevant to all students and be administered in a manner understood by everyone if it is to be considered valid and free from cultural bias. If a test is given on a computer, for example, it is likely to favor students who have been exposed to computerized testing.

If a test uses items such as pictures, words, idioms, and references drawn from common American literature or culture, then the test will favor literate people who grew up in the U.S. Many Americans from rural regions or lower socioeconomic statuses may have little exposure to books or computers compared to middle class or affluent peers. People from other countries have different cultural references and resources; many do not have access to technology. Test items must be relevant to these populations.