Assessment bias can manifest in several ways:
* Content bias: The content of the assessment itself might be culturally biased, favoring students from particular backgrounds. For example, a reading comprehension passage about a sport unfamiliar to a particular group, or using idioms and slang not universally understood.
* Methodological bias: The way the assessment is structured or administered might disadvantage certain groups. This could include time limits that are too short for students with certain learning differences, or using only multiple-choice questions, which might not accurately reflect the abilities of students who struggle with that format. The use of unfamiliar assessment formats can also cause bias.
* Response bias: This involves the way students respond to assessments. For example, students from marginalized groups might be less likely to take risks or express their creativity in assessments that are perceived as highly evaluative and judgemental, thus underperforming. Stereotype threat, where students worry about confirming negative stereotypes, is a form of response bias.
* Scoring bias: This refers to inconsistencies or unfairness in how the assessments are graded. Subjective scoring rubrics that lack clarity can lead to bias, as can graders with unconscious biases that influence their scoring.
* Interpretative bias: How the results of the assessment are interpreted can also be biased. For example, assuming low performance from a specific group is due to a lack of ability, rather than considering external factors impacting their learning.
The consequences of assessment bias are significant. It can lead to inaccurate estimations of student abilities, perpetuate educational inequalities, and reinforce negative stereotypes. This can ultimately limit access to opportunities and resources for students from disadvantaged backgrounds. Therefore, educators need to be aware of potential sources of bias and strive to create fair and equitable assessment practices.