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absence of bias

Assessment Bias.

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absence of bias

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    1. Absence of Bias Chapter 4 Popham (2005)

    3. Offensive A student�s performance on a test is distorted because the content (test items) of the test is offensive to a student because of his/her gender, culture, ethnicity, etc. Offensive= negative stereotypes of subgroups

    4. Unfair Penalization A student�s performance on a test is distorted because the content (test items) of the test puts that student at a disadvantage because of that student�s gender, culture, ethnicity, etc.

    5. Disparate Impact If test scores of different groups (for example), different ethnic of religious groups) are decidedly different, this is described as an assessment procedure having a disparate impact on test takers. However, disparate impact does not always mean the assessment was bias, but it does warrant further investigation (or scrutiny) to determine possible reasons for the disparity.

    6. Judgmental Bias-detection Review Panels 15-25 reviewers knowledgeable of the content and representative (ethnically and culturally) of test takers with a mix of male and female reviewers Given review of assessment bias and guidelines to follow for the review Per Item judgment

    7. Judgmental Bias Detection (con�t) After orientation, panelists review each item of the test by: asking if each item of the text might be offensive or unfairly penalize groups of students based on gender, ethnicity, religion or race. Respond yes or no Percentages of yes/no responses are computed (the fewer �No� responses, the less bias the text) Overall judgments would look at the test as a whole (in toto)-looking at test questions collectively might reveal bias-such as a series of math word problems always depicting Males in their questions.

    8. Empirical Approaches Differential item functioning (DIF) For high stakes tests to be given to a larger number if students, it is possible to gather evidence about the performance of different groups of students on individual test items Items are flagged and subject to further scrutiny by bias reviewers At this point, items may be eliminated

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    10. Assessment Accommodations An attempt to alter conditions associated with test administration Ex. Special lighting or large print for the visually impaired Audio-taped directions Additional time Test read aloud to students Alternative Assessment To Note: Issues related LEP or ELL students (can not accurately test an ELL student in English in content areas if they are not proficient in English�does not give an accurate representation of knowledge of content areas

    11. Special Needs NCLB and Special Needs students TO BE REVISITED

    12. What Teachers need to Know Teachers need to know that: Assessment bias exists Teachers often unknowingly create tests or test items that are biased What do teachers need to do: Review tests and test items (peer review) Be aware individual students cultural, ethnic, linguistic, etc. backgrounds

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