Value Bias African Americans

Another form of bias that may be experienced by those from the African American population is value bias. Value bias occurs when an administrator assumes that the individual being assessed values items of the assessment in the same manner as the creator (Taylor and Payne, 1983). This type of bias may occur in the scenario of a child being provided with pictorial stimuli and asked to identify the family members with “father” being the desired response. The child’s response to the adult male in the picture may be uncle or grandfather. Due to the difference in the child’s response and that which was desired, the child may not receive favorable marks for this particular item. With deductive reasoning, we can gather that the assessment creator’s

Following these rules for observation will provide a more robust profile of the individual being assessed. Two forms of observational assessments are portfolio assessment and language sampling.
Portfolio Assessment
A portfolio can be defined as a collection of information and work samples specific to a person (Roseberry-McKibbin-1, 2014). Assessment of an individual’s portfolio can provide information regarding their progress, rate of progress, and or potential needs for additional accommodations (Roseberry-McKibbin-1, 2014). Instead of a snapshot of the skills that they possess, the administrator is provided with the nature of the individual’s skills over a period of time, this information can also be pertinent when monitoring an individual’s response to intervention (RTI) (van Kuelen, et.al. 4a, 1998).
Language Sampling
Collecting 50 to 100 spontaneous utterances across various speaking partners and low structured settings is an example of observation of an individual through language sampling (van Kuelen, et.al. 4a, 1998). These collected utterances are then used to analyze the components of language. This form of observational assessment can be beneficial in providing an assessor with information regarding a person’s phonological processes, level of vocabulary, and for individuals up to age five years, mean length of utterance (van Kuelen, et.al. 4a, 1998).

This form of assessment is beneficial to individuals whose knowledge-based language differs from that of the creator of the assessment tool (Roseberry-McKibbin-2, 2012). It allows the assessor to take environmental variables into consideration when determining if an individual is displaying language differences or language impairments (Roseberry-McKibbin-2, 2012). Taking these environmental differences into consideration is one of the strengths of this assessment model. It does not force those that are being assessed in a category of being impaired because they do not fit into the standard profile that has been identified by the creator of the