What should educational diagnosticians ensure when administering assessments to students from diverse backgrounds?

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When administering assessments to students from diverse backgrounds, ensuring that the assessment is valid and reliable for the student's specific subgroup is crucial. Validity refers to the degree to which an assessment accurately measures what it is intended to measure, and reliability refers to the consistency of the assessment results over time and across different populations. This means that the assessment should appropriately reflect the knowledge and skills of the student in the context of their cultural and linguistic background.

For instance, assessments that are not validated for a particular subgroup may not accurately capture the students' abilities or knowledge due to cultural biases or differences in language use. By focusing on validity and reliability, educational diagnosticians can provide equitable testing conditions that accurately reflect each student’s potential and needs.

Other choices, although they may seem important, do not directly address the core issue of fairness and accuracy in assessment. Enjoyment of the assessment, coverage of all academic subjects, or language limitations do not ensure that the assessment is appropriately designed or adapted for those from diverse backgrounds.

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