This article will consider how multicultural issues affect the assessment process. We will explore why it is essential to ensure that the assessment tool has been standardized with different populations or with the population with which it is being used. The discussion will then conclude. We will now begin with observing how multicultural issues affect the assessment process.

How multicultural issues affect the assessment process

Multicultural issues which can impact the assessment process including test-takers experiencing cultural shock. When this occurs test-takers can feel that things are going wrong, minor problems become major ones, cultural differences become irritating, one obsesses over the cleanliness of food, water, bedding, and one surroundings, increased disappointment, frustration, impatience, tension, life makes no sense, feelings of helplessness, confusion, dislike, childlike treatment, lack of control, depression, isolation, anger, hostility, excessive emotionality, fatigue, physical/psychosomatic illness, ones feels taken advantage of, being cheated, becomes overly sensitive, suspicious, paranoid, and one formulates reasons to dislike ones culture one is immersed (Winkelman, 1994, p. 122). One administering an assessment to clients experiencing any of the above cannot expect to generate valid data or formulate scientist-practitioner based conclusions.

Why it is essential to ensure that the assessment tool has been standardized with different populations or with the population with which it is being used

One reason to standardize testing with different populations or with the population with which it is being used is to limit any of the above listed negative experiences from occurring and to drive valid, reliable data. Cohen and Swerdlik (2005) recommend the following in Table 4-1, Culturally Informed Assessment: Some Do’s and Don’ts;

Do

1. Be aware of the cultural assumptions on which a test is based.

2. Consider consulting with members of particular cultural communities regarding the appropriateness of particular assessment techniques, or test items.

3. Strive to incorporate assessment methods that complement the worldview and lifestyle of assess who comes from a specific cultural and linguistic population.

4. Be knowledgeable about the many alternative tests or measurement procedures that may be used to fulfill the assessment objectives.

5. Be aware of the equivalence issues across cultures, including equivalence of language used and the constructs measured.

6. Score, interpret, and analyze assessment data in its cultural context with due consideration of cultural hypotheses as possible explanations for findings.

Don’ts

1. Take for granted that a test is based on assumptions that impact all groups in much the same way.

2. Take for granted that members of all cultural communities will automatically deem particular techniques, tests, or test items appropriate for use.

3. Take a “one-size-fits-all” view of assessment when it comes to a evaluation of persons from various cultural and linguistic populations.

4. Select tests or other tools of assessment with little or no regard for the extent to which such tools are appropriate for use with the assesses.

5. Simply assume that a test that has been translated into another language is automatically equivalent in every way to the original.

6. Score, interpret, and analyze assessment in a cultural vacuum. (Cohen & Swerdlik, 2005)

The above listings of what one should do and not do as presented by Cohen and Swerdlik (2005) provides one with a guide on ensuring that the assessment tool has been standardized with different populations or with the population with which it is being used. This will assist in elimination of cultural shock or any negative feelings or experiences occurring for test-takers (Winkelman, 1994).

Conclusion

We have explored how one experiences cultural shock and have observed many negative feelings and experiences which would alter data being collected. Cohen and Swerdlik (2005) present some Do’s and Don’ts to consider for use of cultural assessments. Observing the negative experiences of one experiencing cultural shock, one can observe the need to construct/use assessment tools which have been standardized with different populations or with the population with which it is being used.

Reference:

Cohen, R. J., & Swerdlik, M. E. (2005). Psychological testing and assessment: An introduction to tests and measurements (6th eds.). NY, NY: McGraw Hill.

Winkelman, M. (1994). Cultural shock and adaption [Electronic version]. Journal of Counseling & Development, 73, 121-126.