Problem:
Ability testing can negatively impact diverse individuals due to the test's contents, language, or norms that do not reflect other educational, cultural, or other backgrounds. ACT as used in 10.1 is used with the assumption that the test takers are English speaking/understanding, along with the assumption that they also understand the vocabulary or other problem-solving abilities. 2. Supplemental information could be found by qualitative interviews - to help understand cultural, language or educational challenges. Behavioral observations would be to look out for apparent anxiety, possible confusion of questions or direction, and or cultural differences that might make one struggle. Possibly look into alternative assessments, such as dynamics, portfolio-based evaluation, or curriculum-based measures. Possibly get input from family, teachers, and community members. Also to look at other academic records and other prior performance tendencies that might impact scores. 3. Individuals that fall within diverse clients would be to use test data and broader contextual information. If someone is falling short on an academic test such as the ACT and causing frustration, they aren't getting a score they need or want, I as the professional would need to look into any language barriers, educational interruptions, or cultural differences. It would also be best to attempt to find study groups, encourage different study habits, motivations, or support systems. 4. Ensure clients receive accommodations to best fit them and appropriately, possibly educate institutions about cultural bias in testing and encourage change in data sources, support clients' understandings of their results and working the way that the client would like to best fit them. Need Assignment Help?