The assessment of handicapped and limited English-proficient students of East Asian origin presents a unique challenge for those involved in the task of educational evaluation of these students. Instruments currently used in this process may contain cultural biases and linguistic distortions unknown to those evaluators who are unfamiliar with East Asian cultures and languages. This article discusses how these biases and distortions are present in standardized tests, and offers explanations and suggestions on modifying or eliminating them. Key cultural concepts and linguistic differences are described to assist evaluators in assessing East Asian students appropriately and fairly.
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References
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Staff. (1985, July 8). Time Magazine, p.21
2.
Woo, J.Y.Y. (1988). Handbook on the Assessment of East Asian Students, Training Program for Teachers of Handicapped Children of Asian Origin (USOE Grant No. 008635066), Department of Special Education, Hunter College of CUNY.
