A persistent problem in education is underrepresentation of certain cultural and linguistic groups such as American Indian, African American, and Hispanic, in special programs for exceptionally talented students, especially in science, technology, engineering, and mathematics (STEM). An assessment with demonstrated reliability and validity as an instrument to identify exceptionally talented students was included with new instruments created in the X project. A continuum of problems, including closed, semi-open, and open-ended, was an important component of the assessment, enabling the assessment of creativity as well as understanding of mathematics concepts. The math assessment was field tested in five high schools in high poverty areas that also had high percentages of American Indian or Hispanic students. It was implemented as part of a battery of instruments to identify students to participate in a special internship program. The test–retest reliability and construct, concurrent, and predictive validity need to be investigated in future studies.

中文翻译：

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数学技能和能力的文化响应性评估：开发、现场测试和实施

教育中一个长期存在的问题是某些文化和语言群体，如美洲印第安人、非裔美国人和西班牙裔美国人，在为特别有才华的学生特别是科学、技术、工程和数学 (STEM) 的特殊课程中的代表性不足。在 X 项目中创建的新工具中包含了一项具有可靠性和有效性的评估，作为识别特别有才华的学生的工具。包括封闭式、半开放式和开放式在内的连续问题是评估的重要组成部分，能够评估创造力以及对数学概念的理解。数学评估在高贫困地区的五所高中进行了实地测试，这些地区的美国印第安人或西班牙裔学生比例也很高。它是作为一系列工具的一部分实施的，用于确定学生参加特殊实习计划。需要在未来的研究中研究重测信度和结构效度、并发效度和预测效度。