The american psychological association

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Reference no: EM131160225

Resource: the American Psychological Association (APA) Code of Ethics

Write a 1,400- to 1,750-word paper discussing:

The background of your selected case and the legal implications of the decision

An analysis of the biases related to the assessments in the case

The ethical implications for diverse populations in relationship to the case

The role of norming in creating bias

Format your paper according to APA guidelines.

Ethics in Assessment:
No Child Left Behind Act

Introduction

Psychological Testing and Assessments are used for numerous, significant, and various reasons. One reason they are used is for situations like disability and legal matters because they may need the use of assessments to attain data that permits an individual to be associatedto another individual. Like in "The Individuals with Disabilities Education Act". Inside this paper I will elaborate on the ethical insinuations of the No Child Left Behind Act (NCLB). I will make available an in-depthexplanation of the background of this act and it was executed. In addition, I will also discuss the legal implications related with this act. The No Child Left Behind act profoundlyemphases on providing assessments to all children; though, preconceptions do occurand I will elaborate on these biases. Furthermore, I will be discussing the ethical implications for diverse populations as a result of the No Child Left Behind Act.

Conclusion

Throughout this paper one has learned NCLB was designed to close the opening connecting academic accomplishment of low income and minority children and his or her Caucasian middle class corresponding children. Legislators saw the need for modification of NCLB and wanted to steady the sense of balance and make it easier for many states to bring all schools in the states up to national standards. Sadly, assessments are filled with biases, and it is a challenge to accommodate children of a lower socioeconomic status has met minimum standards. The Norming in producing bias tests are still to this day misconstrued by students in subgroups, which in addition, can bias the outcomes in a negative manner. Not only can a possible identification of failing students but schools as failing schools and more excluding struggling children. Bias is apparent in test scoring, in which higher performing schools obtain more inducements and low performing or failing schools have restricted educational resources.

Finally, "the ethical implications of NCLB for diverse populations" are genuine andit is difficult to understand why the government legislation titled the act "No Child Left Behind" when in truth, it does leave children behind. Because states are forced to obey federalregulations, and the existing biases, it seems NCLB has harmed more low income and minority populations than helped. However, because test results are presently broadly used when making imperative decisions regarding students, test developers and test experts have recognized and are implementing a number of approaches that can decrease, or even abolish, test bias and unfairness in the upcoming future

References

Cohen, R. J., &Swerdlik, M. E. (2010). Psychological testing and assessment: An introduction to tests and measurement (7th ed.). New York, NY: McGraw-Hill.
Breslin, M. A. (2009). No child left behind and the inherent conflict with the individuals with disabilities education act: Leaving special education students further behind. Albany Government Law Review. Retrieved from, https://www.albanygovernmentlawreview.org/Articles/Vol02_2/2.2.653-Breslin.pdf
The Individuals with Disabilities Education Act (2014). Retrieved from https://www.apa.org/about/gr/issues/disability/idea.aspx

Reference no: EM131160225

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