One respondent noted that "the CAT II has cultural biases that do not measure First Nations' traditional has cultural biases that do not measure First Nations' traditional knowledge, and generally First Nation students place at a lower level than necessary with the CAT II." If educators use assessments that contain bias towards specific populations, the students ' scores could well be deflated and not reflect their true abilities.
Kline (2004) recognized that "as with most tests of cognitive ability, questions are raised regarding potential for bias" (p. 550). Kline analyzed the relationship between sub scale test performance on the Test of Workplace Essential Skills (TOWES) and the demographic variables of gender and language. Kline found "differences on all of the mean sub scale scores for language groups. In each case, the non-English group scored about 10 percent lower than did those who had English as their first language" (p. 558). It should be noted that the items were not biased in favor of one gender or language when Kline used a differential item functioning (DIF) analysis. However, Kline concludes by stating that the "statistically significant difference in the estimated ability levels suggests that whether English is the first language of the test-taker should be a consideration for item development and interpretation of sub scale performance" (p. 558). What does this mean for educators? The implication of Kline's study is that if educators think a test contains bias, they should probably adjust the test scores accordingly if the results are going to be used to determine placement.
A student's assessment protocol can be used to develop responsive programs, design lesson plans, choose materials, and implement effective teaching strategies. The degree to which assessment can inform instruction depends on the qualifications and experience of the assessor and his/her ability to interpret assessments. One respondent noted: "Many students are not receiving proper instruction because we are not trained to assess their real learning problems. It is often a hit or miss." Adult educators need "proper training on assessment tools and support to develop learning materials based on the scoring and interpretation of assessment results." The initial assessment provides educators with a snapshot of the student's capabilities that is tied to a time and place, while ongoing assessment provides an unfolding montage of reading patterns and behaviors.