Volume 44, Issue 1 p. 16-26

Reducing bias in psychometric assessment of culturally and linguistically diverse students from refugee backgrounds in Australian schools: A process approach

NICOLE FRAINE

Corresponding Author

NICOLE FRAINE

Brisbane Catholic Education, Brisbane, Queensland, Australia

Brisbane Catholic Education, PO Box 491, Annerley, Qld, 4103, Australia[email protected]Search for more papers by this author
ROSSANA MCDADE

ROSSANA MCDADE

Brisbane Catholic Education, Brisbane, Queensland, Australia

Search for more papers by this author
First published: 02 February 2011
Citations: 27

Abstract

The present article examines a process developed within Brisbane Catholic Education to reduce bias in assessment of students from refugee backgrounds when there is a concern about a possible intellectual disability. Several factors impacting upon assessment are described including previous trauma, language, lack of previous schooling and acculturation difficulties. A proactive process (Support Process for the Assistance and Assessment of Students from Refugee Backgrounds) is described involving broad-based, longitudinal collection of data by the school psychologist as part of a support team. Factors to consider in conducting standardised psychometric assessments are discussed. Strengths and limitations of this process as well as the need for future research into its effectiveness are summarised.