Bias and Sensitivity in Assessment Development and Item Analysis
Bias in assessment occurs when test questions unfairly advantage or disadvantage certain groups of students based on factors unrelated to what you’re actually trying to measure. Sensitivity means being aware of and actively working to eliminate these unfair barriers so all students can demonstrate their true knowledge and abilities.
When Developing Assessments:
Review each question through different lenses: Could this disadvantage students based on their cultural background, language, socioeconomic status, gender, or other characteristics? Bias often shows up in subtle ways – through examples, contexts, or assumptions built into questions.
For instance, a math word problem about skiing might disadvantage students who’ve never experienced snow sports, not because they lack math skills, but because the context is unfamiliar. Similarly, questions that assume certain home experiences (like having a computer or taking family vacations) can create barriers unrelated to academic content.
Watch for language complexity that exceeds what’s necessary to assess the standard. If you’re testing science knowledge, unnecessarily complex sentence structure shouldn’t prevent students from showing what they know about photosynthesis.
1. Free of Bias and Stereotypes
Examine each question for assumptions about different groups. Avoid reinforcing stereotypes like “Maria helps her mother cook dinner” (gender stereotype) or “Students from urban areas are more familiar with technology” (geographic stereotype).
Check that your examples represent diverse groups fairly – don’t always make the doctor male and the nurse female, or assume certain names belong to specific ethnicities. Review religious references that might exclude students from different faith backgrounds or assume Christian holidays as universal experiences.
Be cautious of socioeconomic assumptions. Questions mentioning private tutors, expensive hobbies, or multiple family cars can disadvantage students from lower-income families, not because they lack academic knowledge, but because the context feels foreign.
2. Free of Sensitive, Emotionally Charged Issues
Avoid topics that could trigger emotional distress or controversy unrelated to your academic standard. Stay away from subjects like divorce, death, violence, political debates, or religious conflicts unless directly required by your curriculum.
For example, a reading comprehension passage about family separation might prevent some students from focusing on the comprehension skills you’re actually testing because the content is emotionally overwhelming.
3. Accessible and Fair Across Diverse Backgrounds
Ensure no group has unfair advantages. Rural students shouldn’t be disadvantaged by subway system references, just as urban students shouldn’t be penalized by farming terminology – unless these contexts are essential to your standard.
Consider language complexity for English learners. Cultural references should be widely accessible – references to specific TV shows, foods, or traditions familiar to only some cultural groups can create barriers.
During Item Analysis Review:
Look for patterns in who gets questions wrong. If certain demographic groups consistently struggle with specific items while performing well on others testing the same standard, investigate potential bias. This doesn’t mean the assessment was intentionally unfair, but it signals a need to examine the question more closely.
Red flags include: questions where English learners struggle despite having content knowledge, items where students from certain backgrounds consistently misinterpret the context, or questions where performance gaps appear that don’t match overall achievement patterns.
Your goal: Ensure every student has an equal opportunity to demonstrate their knowledge of the academic standard being assessed, regardless of their background or experiences outside of school.