Linguistic and cultural bias in language proficiency tests

Abstract

The extent to which language proficiency/placement tests may be biased for or against examinees from particular language or cultural groups has never to our knowledge been the focus of empirical research. The purpose of the present study has been to examine the English as a Second Language Placement Examination (ESLPE) employed at the University of California, to determine the nature, direction and extent of bias present for members of two linguistically and culturally diverse subgroups of the sample of examinees. By comparison of the response patterns of 34 native speakers of Spanish and 77 native speakers of Chinese from among a total sample of 312 students tested with one form of the test, it was possible to identify test items exhibiting bias in their respective skill domains. Included is a discussion of the nature, direction, extent and implications of the bias detected.