Psychological Testing and Measurement (PSY-P631) VU

Lesson 41
Multicultural Testing

In the present and the following sections, we will be discussing some specific issues that psychologists
might come across when working in different situations and with different types of subjects.

Multicultural Testing:
At times psychologists are working with subjects or clients who come from a variety of cultural backgrounds
and when their cultural background may interfere with their test performance. In such situations a need is
felt for tests that can be used with all people and that are neither biased against or in favor of any specific
cultural origin.
Multicultural testing refers to tests and testing procedures that are not affected by the cultural background
of the test taker. Such situations may arise in testing scenarios where immigrants belonging to different
cultural backgrounds settle in the developed countries and are to be tested on same variables using same
tests. For example:
• When measurement of IQ or personality is to be done.
• When screening, short listing, or selection for jobs is to be done.
• When diagnosis of mal adjustment or mental illness is to be done.

Also, there are situations where the same tests are meant to be used with people based in different parts of
the world and having different cultural origins and experiences.
Even people belonging to subcultures within a large society may experience cultural disadvantage.

The main idea is that the nature of many standardized tests is such that certain segments of the population
may be at a disadvantage because of their origin or in other words, cultural disadvantage. In such situations
there is a need to have tests that are free of cultural bias. Such tests may be called multicultural tests. The
content, as well as the administration, scoring procedures, or scores are not affected by the cultural origin
of the test taker. Multicultural testing is also known as transcultural testing or cross- cultural testing.

Factors That May Cause Cultural Bias:

The issue of cultural differences arises when people from one culture have to live in a culture very different
from their own culture. There are a few factors that may put one culture at a disadvantage or advantage in
comparison to another. These disadvantages become significant when people have to take psychological
tests developed in cultures other than their own.
Anastasi and Urbina (2007) describe these as parameters along which cultural differences may be found.
Such variables include:

a. Language: People are at a disadvantage if they can use only the language spoken in their own culture
and not the one used in the culture wherein, they have to adjust. As a consequence, they will be handicapped
if psychological tests administered to them are in the language that they are not familiar with.

b. Reading Ability: People will still be at a disadvantage if they cannot read. Most tests require certain
level of reading ability. People may be familiar with the language that the test has been designed in, but they
will remain handicapped if they cannot read the test items.

c. Speed: The speed required for completing a test may also cause problems. In some cultures, life is very
fast and people are familiar with a sense of urgency to meet deadlines. On the other hand the tempo of life
is slower in some cultures and people are used to patiently waiting expected outcomes (e.g. rural and
agricultural societies) rather than striving for immediate and rapid outputs.
Therefore, persons coming from such cultures may find it difficult to cope with the demands of speed-
based tests.

d. Familiarity With The Format, Style, And Contents Of Tests: At times people may not be familiar
with certain forms of test items and formats of tests. Consequently, they find it hard to attempt certain

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Psychological Testing and Measurement (PSY-P631) VU

types of items, may take longer than allocated time, and may also make mistakes because of not being able
to understand what they were supposed to do.
For example people may find it difficult to attempt MCQ type questions if they have not seen such items
previously. Even problems/items involving figures for assessing spatial reasoning may be a totally new
experience for test takers who have never seen or made geometric drawings

Multicultural testing includes tests that are free of the bias that may arise out of cultural disadvantage
stemming from variables such as language, reading ability, or speed.
In order to tackle the above-mentioned issues, sources of bias, and disadvantages, certain measures are
taken. Multicultural tests generally do not involve reading or writing, verbal ability, or test taking speed.
As far as familiarity with the format, style, and contents of tests is concerned it is an issue that is controlled
by using performance and drawing based items. However the issue of familiarity with geometric drawings
is concerned, it is controlled by avoiding the use of designs and patterns that most people cannot relate to.

Some Multicultural Tests

The Leiter International Performance Scale- Revised (LIPS-Revised):

The LIPS-Revised (Roid & Miller, 1997) is an individually administered test whose first version was published in 1940
undergone many revisions ever since. It measures intellectual ability.

Developed in: 1940

Population: Can be used with all age groups. Its 1997 version was standardized on a sample of 2000, aged
2 to 20 years, both atypical and normal subjects from the U.S.
Special • This scale does not involve verbal instructions as such.
features: • It is individually administered and follows a difficulty level sequence i.e., the easiest item is
administered first.
• There is no time limit.
• Easels are used to present the graphic stimulus materials. The picture cards that the subject
considers to be the appropriate response are placed in the provided response tray.
Measures: The scale covers four domains:
a) Reasoning
b) Visualization
c) Attention
d) Memory
Tasks in domains: The scale involves various tasks meant for various age levels
Reasoning and Visualization: matching, form completion, design analogies, sequential
ordering, paper folding, figure rotation, and classification.
Attention and Memory: Sustained and divided attention measures; immediate and
delayed memory tasks.

Raven Progressive Matrices:

One of the most popularly used nonverbal and culture free tests of general intelligence is the Raven
Progressive Matrices (RPM).
As you are already familiar, it uses a multiple choice format. In each test item, the subject is asked to identify
the missing element that completes a pattern. The test can be administered to groups or individuals of 5
years old to older adults. There are 60 matrices with a missing part presented in graded difficulty. The
subject selects appropriate pattern from a group of eight options.

Goodenough-Harris Drawing Test:

The Goodenough-Harris Drawing Test is the quickest, easiest and less expensive nonverbal test for
measuring intelligence. The subject is asked to draw a whole human figure. The test is scored for each item
included in drawing. The subject gets credit for inclusion of elements such as individual body parts,
proportion, perspective, clothing details etc.

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Psychological Testing and Measurement (PSY-P631) VU

The G-HDT scoring follows the age differentiation principle; older children tend to get more points
because of greater accuracy. It is not a test of the subject’s drawing or artistic skill. What is considered
important is the development of conceptual thinking and accuracy of observation.
In the revised scale the test is not limited to the drawing of a man alone. The subject is asked to draw picture
of a woman and of one’s own self. The self-scale is used as a projective test of personality (Anastasi &
Urbina, 2007).
The test has good psychometric properties. As previously mentioned, the scores on the G-HDT can be
related to Wechsler IQ scores. The test can be more appropriately used in combination with other tests of
intelligence.

IPAT Culture Fair Intelligence Test:

R. B. Cattell directed the development of this test. The IPAT Culture Fair Intelligence Test is a paper pencil
test for three levels;
• Age levels 4-8 years and mentally disabled adults,
• Age levels 8-12 and randomly selected adults, and
• High-school age and above-average adults.

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