Testing Bias, Cultural Bias & Language Differences in Assessments

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  • 0:05 Introduction to Test Bias
  • 0:52 Cultural Bias
  • 1:28 Types of Test Bias
  • 4:02 Language Differences…
  • 4:28 Bias and Test-Taker…
  • 5:45 Lesson Summary
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Lesson Transcript
Instructor: Melissa Hurst

Melissa has a Masters in Education and a PhD in Educational Psychology. She has worked as an instructional designer at UVA SOM.

Assessments are used to gain useful information about test-takers' knowledge, skills and progress. Sometimes, however, the results of these assessments are incorrect due to biases. This lesson will differentiate and discuss types of testing bias and differences among test-takers that may lead to testing bias.

Introduction to Test Bias

School Principal: 'How can this be? These test scores range from well below average to excellent for one grade! These scores can't possibly be right. Maybe something happened during the administration of the test. Or maybe the test itself is flawed. I need to research what happened.'

A test that yields clear and systematic differences among the results of the test-takers is biased. Typically, test biases are based on group membership of the test-takers, such as gender, race and ethnicity.

'Yes, it looks like the scores of some students were much lower than the scores for others. Also, I see a difference between ethnicity groups, too! This test must have some sort of bias.'

Cultural Bias

A test is not considered biased simply because some students score higher than others. A test is considered biased when the scores of one group are significantly different and have higher predictive validity, which is the extent to which a score on an assessment predicts future performance, than another group.

Most test biases are considered cultural bias. Cultural bias is the extent to which a test offends or penalizes some students based on their ethnicity, gender or socioeconomic status.

Types of Test Bias

Researchers have identified multiple types of test bias that affect the accuracy and usability of the test results.

Construct Bias

First is construct bias. Construct bias occurs when the construct measured yields significantly different results for test-takers from the original culture for which the test was developed and test-takers from a new culture. A construct refers to an internal trait that cannot be directly observed but must be inferred from consistent behavior observed in people. Self-esteem, intelligence and motivation are all examples of a construct.

Basing an intelligence test on items from American culture would create bias against test-takers from another culture.

Method Bias

Another type of testing bias is method bias. Method bias refers to factors surrounding the administration of the test that may impact the results.

The testing environment, length of test and assistance provided by the teacher administrating the test are all factors that may lead to method bias. For example, if a student from one culture is used to, and expects to, receive assistance on standardized tests, but is faced with a situation in which the teacher is unable to provide any guidance, this may lead to inaccurate test results.

Additionally, if the test-taker is used to a more relaxed testing environment, such as one that includes moving around the room freely and taking breaks, then an American style of standardized testing administration, where students are expected to sit quietly and work until completion, is likely to cause difficulty in performance. Again, this could yield results that may be an inaccurate representation of that student's knowledge.

Item Bias

The next type of bias is item bias. Item Bias refers to problems that occur with individual items on the assessment. These biases may occur because of poor use of grammar, choice of cultural phrases and poorly written assessment items.

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