Professors want a fair and equitable learning experience for their students. However, bias often finds its way into the classroom, particularly through academic assessment.

What is Assessment bias?

Academic assessment bias refers to assessments that unfairly penalize or impact students based on their personal characteristics, such as race, gender, socioeconomic status, religion and place of origin.

Education researchers Kyung Kim and Darya Zabelina studied cultural bias in academic assessment and found that bias often occurs in both standardized and alternative assessments through the measurement of general knowledge, which is normed based on the knowledge and values of majority groups (Kim & Zabelina, 2015). The measurement literature provides foundational frameworks for understanding assessment bias and its impact on validity and fairness in educational settings. Minority groups and persons with different language backgrounds, socioeconomic statuses and cultures may not be represented in the work, and assessments may not consider the diversity of values, thoughts, opinions and backgrounds (Kim & Zabelina, 2015). It seems we measure against a single state of what is normal, standard, and expected.

If test results are interpreted without consideration for cultural and educational factors of different identity groups, assessment scores will inaccurately reflect a student’s true level of ability and competence (Blankenberger et al., 2017). The nuanced implications of assessment bias are especially significant for diverse student populations, as subtle and complex effects can impact fairness and equity in educational outcomes. While removing bias from the academic assessment will be an ongoing pursuit for professors, there are specific ways to counter bias and ensure the most equitable learning environment possible, where students’ unique abilities and backgrounds are valued in all aspects of a course.

Types of Assessment Bias 

To examine for bias, it is important to understand the different ways bias can emerge. Three main types of bias arise in academic assessments:

1. Construct Bias

Construct bias occurs when the concepts measured are not universal (Van de Vijver & Tanzer, 2004). When itemized objectives are created based on Western concepts, they often do not cover all relevant considerations from a non-Western perspective. The bias, in this scenario, occurs when the indicators of a particular construct do not correspond to a sufficiency or insufficiency ruling of some underlying trait or ability. For example, a student new to the U.S may not know the capital of all 50 states, but this does not mean that they have an inadequate level of geographical knowledge.

2. Method Bias

Method bias refers to how the assessment is administered or acquired (Van de Vijver & Tanzer, 2004). Method bias can present in different ways. Students learn differently, and method bias may appear through formal testing where knowledge and understanding are assessed repeatedly in the same way.  For example, knowledge and understanding that is always tested through final exams, while favour individuals who have experience and a strong foundation in test-taking skills.

3. Item Bias

Item bias refers to the content of an assessment (Van de Vijver & Tanzer, 2004). Instructors must evaluate from an objective perspective and actively work to remove bias from the phrasing and language patterns of assessment questions or activity outlines (Blankenberger et al., 2017). For example, a particular phrasing of a question using Western names and language will favour those Western students who grew up with this understanding. Differential item functioning (DIF) analysis is a method used to identify test items that may function differently across groups, helping to detect and address item bias.

One of the most challenging aspects of assessment bias is that it can occur without professors or students noticing. Professors, or people in general,  may hold subconscious biases. Traditional assessment methods that have long been accepted often hold inherent bias. And students may accept biased assessment as an accurate reflection of their learning, which can have detrimental impacts on their academic success and career choices.  

Assessment Design and Bias

Assessment design is a foundational element in minimizing bias and ensuring fair evaluation of student performance. Bias in assessment can stem from both technical aspects—such as poorly constructed questions or unclear rubrics (the measurement perspective)—and from sociocultural influences, where certain groups may be disadvantaged due to cultural references or assumptions embedded in the assessment. To overcome bias, it is essential to adopt an intentional approach to assessment design that prioritizes fairness, validity, and reliability.

One effective strategy is to employ a diverse range of assessment methods, including multiple-choice questions, essays, and performance-based tasks. This variety enables students with diverse learning styles and strengths to demonstrate their knowledge and skills, thereby reducing the likelihood that any single method will unfairly impact a particular group. Additionally, aligning assessments closely with intended learning outcomes and clearly communicating evaluation criteria helps ensure that all students understand what is expected and how they will be assessed.

Continuous quality improvement in assessment procedures is also vital. Regularly reviewing and refining assessment design—based on data, feedback, and best practices—can help educators identify and minimize bias in assessment. By focusing on both the technical and sociocultural dimensions of assessment, educators can create more equitable assessment environments and promote fairer outcomes for all students.

Substantive Review of Assessment Items

A thorough, substantive review of assessment items is essential for addressing bias in assessment and ensuring that all students are evaluated fairly. This process involves systematically examining each assessment item for potential sources of bias, such as cultural references, gendered language, or assumptions related to socioeconomic status. Engaging a diverse group of educators and subject matter experts in the review process can provide valuable perspectives and help identify subtle forms of bias that might otherwise go unnoticed.

During the review, it is important to scrutinize both the content and language of assessment items. For example, questions should avoid stereotypes, gender bias, or references that may disadvantage students from certain backgrounds. Reviewers should also be mindful of implicit bias, which can influence the way questions are framed or interpreted. By actively seeking out and addressing these issues, educators can ensure that assessment items are fair, valid, and reflective of the diverse student population.

Ultimately, a substantive review of assessment items not only improves the quality of the outcome but also demonstrates a commitment to equity and inclusivity in the assessment process. This proactive approach helps minimize bias in assessment and supports the goal of providing all students with an equal opportunity to succeed.

One of the most challenging aspects of assessment bias is that it can occur without professors or students noticing. Professors, or people in general,  may hold subconscious biases. Traditional assessment methods that have long been accepted often hold inherent bias. And students may accept biased assessment as an accurate reflection of their learning, which can have detrimental impacts on their academic success and career choices.

Ways to Reduce Assessment Bias: Minimizing Bias in Practice

1. Culturally Responsive Pedagogy 

Instructors can remedy assessment bias through instructional design aligned with culturally responsive pedagogy (Kim & Zabelina, 2015). It is essential to identify solutions to assessment bias, and solutions exist to promote fairness and equity in medical education. Culturally responsive pedagogy, or culturally relevant teaching, refers to a teaching approach that emphasizes connecting students’ culture and social situations with the school’s curriculum. To achieve this, instructors must include cultural references of students in all aspects of their course. Not only will culturally responsive pedagogy bring instructors closer to achieving bias-free assessment, but it will also create an inclusive class environment where students feel safe and open to contribute their learning, perspectives and experiences in class. Such approaches foster learning and foster equitable learning environments by supporting the development of all students regardless of their backgrounds.

Kritik360 allows students to welcome new perspectives, opinions and approaches to learning through interaction with course material in open and organic ways beyond textbooks and lectures. These organic conversations not only promote inclusive and culturally responsive classrooms, but they also enable students to develop deeper understandings of course concepts.

With Kritik360, student interact with their peers and course material in meaningful ways‍

2. Alternative Assessments 

Taking a purposeful approach to alternative assessment that removes bias and engages students can make a positive difference in the classroom with many rewarding learning outcomes. (Van de Vijver & Tanzer, 2004). With alternative assessments, it is critical to think about what type of alternative assessment is being used, how bias may be involved, and how the specific assessment sets out to engage, challenge and involve students in inclusive learning opportunities. Compared to standardized or traditional testing methods, alternative assessments allow students to work at their own pace and allow flexibility while promoting an empathetic and culturally responsive experience.  (Kim & Zabelina, 2015). Alternative assessments can help mitigate bias and achieve fairness in student evaluation by providing diverse ways for students to demonstrate their knowledge and skills.

One example would be staged inquiry-based learning, where students have time to explore a chosen topic, receive ongoing feedback, with the freedom to research and present their findings in unique ways. With Kritik360, students can receive bias-free peer assessment throughout the assignment stages, enhance their work, share their perspectives with their peers, and ensure their work follows the set criteria outlined in the rubric.

Anonymous peer assessment in Kritik360 removes bias and ensures a safe space for all students.

Read more: See how Kritik360 outranks other peer assessment tools

3. Adapt Classroom Culture

Assessment bias must be considered before an assignment or activity is assigned. When introducing an assessment, clear communication of expectations is critical. Pre-assignment communication provides students with the opportunity to gain an understanding of expectations and clarify misunderstandings (Kim & Zabelina, 2015).

Rubrics play an essential role in outlining expectations clearly and setting students up for success (Blankenberger et al., 2017). Professors should be open-minded during this process to consider the challenges, perspectives and questions of students. It may be possible that an upcoming assignment is altered based on these discussions. When students feel heard and valued, it will make the following assignments more meaningful and build greater accountability.

Promoting continuous quality improvement in assessment practices is important to ensure that evaluation methods remain fair, reliable, and responsive to students' needs.

Kritik360 has a repository of customizable rubrics to ensure professors accurately and effectively assess students while providing students with a clear understanding of the assignment expectations so they can focus on doing their best work.

‍

4. Group Activities 

Coupled with the development of positive classroom culture, group activities are an additional space for students to engage with the course material. Group activities help students learn through teamwork and collaboration (Kim & Zabelina, 2015). Additionally, they provide an opportunity for students to share and value each other’s diverse perspectives and positions. This means that the end product will not only be stronger and find deeper meaning in course topics, but students will develop soft skills through the process.

Kritik360 enables professors to facilitate both individual peer assessment and group-based peer assessmentTeam-based learning is one approach supported by Kritik360 that allows students to form bonds with a particular group of peers and encourages greater autonomy and responsibility.

Watch Now: Prof. Ying Yang uses Kritik360 for Role-play and Group Assignments

5. Include More Creative Elements 

Finally, creating assessments with opportunities for creative skill development can help alleviate bias. Creativity can be defined as the ability to produce something novel and valuable (Kim & Zabelina, 2015). Creativity leverages intelligence and is a better predictor of creative accomplishments than is IQ (Kim, 2008). Creativity assessment may allow students to be evaluated “based on their actual cognitive ability rather than their ability to adapt to the culture of the majority” (Kim & Zabelina, 2015).

With discussions, anonymous feedback, and customizable rubrics, professors can use Kritik360 to support and encourage student creativity while defining specific learning outcomes that match the course curriculum.

In summary, fostering equitable learning and ongoing efforts to achieve fairness are essential for reducing assessment bias and supporting all learners' development.

Evaluating the Effectiveness of Adjustments in Biases

Once adjustments have been made to assessment procedures to address bias, it is crucial to evaluate their effectiveness in promoting fairness and equity. This involves ongoing monitoring of assessment outcomes and student performance to detect any persistent patterns of bias or unintended consequences. Collecting and analyzing data—such as assessment scores disaggregated by demographic groups—can reveal whether changes are having the desired impact.

In addition to quantitative data, gathering qualitative feedback from students and colleagues can provide insights into how assessment adjustments are experienced in practice. This feedback can highlight areas where further improvements are needed or where new forms of bias may have emerged. By incorporating both data-driven analysis and stakeholder input, educators can engage in continuous quality improvement of their assessment procedures.

Regularly evaluating the effectiveness of adjustments ensures that efforts to minimize bias are sustained and responsive to the evolving needs of the student population. This commitment to ongoing improvement is essential for achieving equitable assessment outcomes and fostering a learning environment where all students can thrive.

Download Research Paper: The Validity of Peer Scores and Peer Feedback