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By Rajinder M. Gupta, Peter Coxhead

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Intelligence tests are samples of tasks requiring 'intelligent' respon~es. They are constructed 24 Learning Ability and Psychometric Practice so as to allow the possibility of inferring a subject's likely responses in situations outside the test itself. For this to be possible the test tasks must be representative of what constitutes intelligent behaviour in these situations. Such behaviour requires a context however; a socio-cultural context which is particular and is not common to everybody. The test constructor has of necessity to choose tasks that are socio-culturally specific.

It is linked with intervention and the remediation of areas found deficient as a result of assessment. , 1975; see also Feuerstein, 1980; Hegarty and Lucas, 1978, and Chapters 4 and 7 in this book). In conclusion, what we have attempted to show in this chapter is that assessment practices which are currently in vogue for testing children from ethnic minority groups, are less than satisfactory and should not be employed. There is a danger that continued reliance on these practices can result in these children's over-representation in special schools which is socially and ethically indefensible.

1970), 'The effects of different levels of enriched stimulus input on the abstracting ability of slow learning children', unpublished master's thesis, George Peabody College. Franklin, A. J. (1984), 'Contemporary psychology in a multicultural society', Educational and Child Psychology, 1, 1,5-13. Ghuman, P. A. S. D. thesis, University of Birmingham. Ghuman, P. A. S. (1975), The Cultural Context of Thinking (Windsor: NFER). Gordon, J. , Haywood, H. C. (1969), 'Input deficit in cultural-familial retardation: effect of stimulus enrichment', American Journal of Mental Deficiency, 73, 604-10.

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