Lecture

Assessment of Learning: Fairness, Bias, and Reliability

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Description

This lecture explores the concepts of fairness, bias, and reliability in assessment of learning. It covers the definition of fairness, the role of grading rubrics in maximizing reliability, validity, and fairness, as well as examples of bias in practice and gender bias in undergraduate science education. The lecture also discusses unconscious bias and the impact of stereotypes on gender disparities in science education.

In MOOC

Teaching Science and Engineering

Some people think that teaching is simply a matter of knowing the content material and having the right kind of personality and experience. In fact, research evidence suggests that people can become effective teachers if they learn: the content of their discipline the different ways students learn this content and the problems they face with it how to manage learning in practice in a classroom. This MOOC focuses on the second and third of these elements. The ways in which students learn in science and eng

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Related concepts (10)

Bias

Bias is a disproportionate weight in favor of or against an idea or thing, usually in a way that is closed-minded, prejudicial, or unfair. Biases can be innate or learned. People may develop biases for or against an individual, a group, or a belief. In science and engineering, a bias is a systematic error. Statistical bias results from an unfair sampling of a population, or from an estimation process that does not give accurate results on average. The word appears to derive from Old Provençal into Old French biais, "sideways, askance, against the grain".

Systemic bias

Systemic bias is the inherent tendency of a process to support particular outcomes. The term generally refers to human systems such as institutions. Systemic bias is related to and overlaps conceptually with institutional bias and structural bias, and the terms are often used interchangeably. According to Oxford Reference, institutional bias is "a tendency for the procedures and practices of particular institutions to operate in ways which result in certain social groups being advantaged or favoured and others being disadvantaged or devalued.

Formative assessment

Formative assessment, formative evaluation, formative feedback, or assessment for learning, including diagnostic testing, is a range of formal and informal assessment procedures conducted by teachers during the learning process in order to modify teaching and learning activities to improve student attainment. The goal of a formative assessment is to monitor student learning to provide ongoing feedback that can help students identify their strengths and weaknesses and target areas that need work.

Summative assessment

Summative assessment, summative evaluation, or assessment of learning is the assessment of participants in an educational program. Summative assessments are designed to both assess the effectiveness of the program and the learning of the participants. This contrasts with formative assessment, which summarizes the participants' development at a particular time in order to inform instructors of student learning progress. The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against a standard or benchmark.

Stereotype

In social psychology, a stereotype is a generalized belief about a particular category of people. It is an expectation that people might have about every person of a particular group. The type of expectation can vary; it can be, for example, an expectation about the group's personality, preferences, appearance or ability. Stereotypes are sometimes overgeneralized, inaccurate, and resistant to new information, but can sometimes be accurate. An explicit stereotype refers to stereotypes that one is aware that one holds, and is aware that one is using to judge people.

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