What is one concern inherent in the use of nondiscriminatory standardized assessments?

The concern of predictive validity is particularly crucial in the context of nondiscriminatory standardized assessments. Predictive validity refers to the extent to which a score on an assessment or test predicts future performance or outcomes in a specific area. In the realm of special education, it's vital that assessments accurately reflect a student's potential and capabilities without bias.

Nondiscriminatory assessments aim to measure skills and knowledge without being influenced by cultural or linguistic factors; however, if these assessments lack predictive validity, it raises concerns about how well they can truly forecast a student's future success in educational or occupational settings. This is especially significant for students from diverse backgrounds who may not perform well on standardized measures due to cultural differences rather than a lack of ability.

Other factors like the time of exam administration, cost of administering the exams, or examiners' personal feelings toward the exams can be issues to consider, but they do not address the core concern of whether the assessments effectively measure what they are supposed to measure and provide valid predictions about a student's future functioning. This makes predictive validity a key concern in the selection and implementation of these assessments in special education.