Fuchs, D., & Fuchs, L. S. (1986). Test procedure bias: A meta-analysis of examiner familiarity effects . Review of Educational Research , 56 (2), 243–262. https://doi.org/10.3102/00346543056002243

[no doi located]

Twenty-two studies on the effects of examiner familiarity on children's test performance were examined.

A total of 1,489 subjects participated in the studies. Thirty-two percent of the participants were male and 30% were female. Participants included students with and without disabilities selected from a variety of grade-levels.

Educational achievement, IQ, speech/language tests, as well as experimental tasks meant to simulate test items found on such measures were used to study the effect of the accommodation.

The results of this meta-analysis indicated that examinees score higher when tested by familiar, rather than unfamiliar, examiners. The effect of examiner familiarity raised test performance by .28 standard deviations for the typical study. Differential performance favoring the familiar examiner condition was greater when subjects were of low socioeconomic status (SES), were tested on relatively difficult tests, and were acquainted with the examiner for a comparatively long period of time.