ABSTRACT
Using a quasi-experimental design, we compared Black and non-Black students’ performance in three scenario-based assessments of reading comprehension. The assessment forms, which were linked to a common scale, used reading materials on different topics that varied in the cultural relevance to Black students. Results showed that Black students had significantly lower topical background knowledge on the reading topics of the low cultural relevance forms but not so on the high cultural relevance form. Black students were more engaged in the assessment form that was more culturally relevant to them. Further analysis revealed that after controlling for state test scores, the performance difference between Black and non-Black students was smaller in the high cultural relevance form. The three assessment forms had similar reliability among both Black and non-Black students, and they were similarly correlated to students’ state test scores among non-Black students. Given the influence of the cultural relevance of assessment on students’ comprehension performance, we propose a conceptual model to interpret students’ comprehension with consideration of the cultural relevance of the test. Implications for assessment design and application are discussed.
