Bias Awareness

Bias in assessment is when one student is favoured over another based on factors other than the key knowledge, skills, and understandings of the unit. 

The most common way bias is caused by classroom teachers in assessment is through assumptions of background knowledge or the privileging of certain types of background knowledge (OECD, 2013). An individual assessment task may require a level of background knowledge to fully engage with, teachers should be aware of this and allow easy access to this information to lessen the impact of advantage or disadvantage and to not compound this advantage or disadvantage in other assessment items.

When writing assessment instruments, it is important to ask how will this impact students based on their:

• cultural background

• linguistical background

• gender identity

• socio-economical background

• circumstances specific to the student

Under the Disability Standards for Education (2005) teachers are required to make reasonable adjustments to assessment for students with a disability. Reasonable adjustments are ones that maintain the assessment of a student against the Achievement Standards, specific goals and content descriptions of the unit while mitigating the effect of a disability on the assessment. Identifying the key knowledge, skills and understandings is an essential component to ensure that the validity of the assessment is maintained. 

Evaluating Bias Awareness of an Assessment Instrument: 

Are there any inherent biases evident in my assessment tasks? 

How will marking and moderating of the assessment ensure objectivity?

1.      Outstanding Bias Awareness

o   Assessment tasks are strategically designed to be sensitive and empowering for all students, catering for the diverse needs of gender, socio-economic status, disabilities and/or cultures.

o   The suite of assessment does not marginalise or favour a student or group of students, or advantage or disadvantage certain background knowledge or ways of thinking .

o   Intercultural understanding and consideration of alternate points of view is promoted in task design.

o   Highly considered modifications are made to assessment ensuring participation of diverse learners in a fair and equitable way.

o   Marking bias is strategically planned for and marking is based on evidence which utilises comprehensive practices to avoid bias.

2.       High Bias Awareness

o   Assessment tasks are designed that promote the diverse needs of gender, socio-economic status, disabilities and/or cultures that do not marginalise or favour a student or group of students.

o   Considered modifications are made to assessment which ensures the participation of diverse learners in a fair way.

o   Marking bias is planned for and marking is based on evidence which utilises practices to avoid bias.

3.       Satisfactory Bias Awareness

o   Assessment tasks are designed to meet the needs of the dominant culture, socio-economic group or gender, with evidence of minor alterations for genders, socio-economic status and/or cultures.

o   Straightforward modifications are made to assessment which ensures the participation of diverse learners.

o   Teachers are aware of marking bias and marking is generally based on evidence of learning rather than the personality of the student.

4.       Minimal Bias Awareness

o   Assessment tasks are designed to meet the needs of the dominant culture, socio-economic group or gender.

o   Simple modifications are made to assessment which ensures the participation of some diverse learners.

o   Teachers have limited awareness of marking bias and marking can be biased towards the personality of the student.

5.       No Bias Awareness

o   Assessment tasks are openly skewed to favour or marginalise a student or group of students.

o   No modifications are made to assessment.

o   Teachers have no understanding of marking bias and no effort is made to separate the personality of the student from the marking.