This review examines the issue of whether individual intelligence tests such as the WISC-R are biased against Hispanic school-aged children. Three common but faulty notions of test bias are discussed, and a psychometric definition of bias is advanced. Evidence regarding external and internal validity is analyzed. Guidelines for the intellectual assessment of bilingual students are presented, following a discussion of possible language bias.
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Harvey F. Clarizio (1982) studied this question.
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