What were the main concerns regarding tests and assessment instruments in the 1960s and 1970s?

The main concerns regarding tests and assessment instruments in the 1960s and 1970s included issues of ethnic bias, fairness, and accuracy. During this period, there was a growing awareness of how tests could perpetuate inequalities and stereotypes, particularly among marginalized groups. Many assessments were scrutinized for their potential to reflect cultural biases that disadvantaged certain populations, leading to inaccurate evaluations of their abilities and potentials. This concern prompted discussions around the need for more equitable testing practices that would accurately represent diverse populations and ensure fair assessment processes.

The focus on bias also implicated the validity of the tests themselves, as assessments that were not carefully designed could yield inaccurate results, further compounding systemic inequalities. This era was marked by social change, including civil rights movements that pushed for greater fairness and representation in various domains, including education and employment. As a result, the conversations around testing and assessments were significantly influenced by these social justice issues, making ethnic bias, fairness, and accuracy the central concerns of that time.