It may seem easy for teachers to judge students; in fact, it
is part of their job. How fair the teachers are in their assessment is another
matter. This is where assessment of students needs assessment!
The reason why fairness in student assessment is important
is obvious: every student should be given an equal opportunity to show what he
or she has understood, knows, and can do. Both ethically and legally, tests (and
other assessment instruments) should be culturally inclusive, unbiased, and
accessible to students with special needs, such as second language learners and
people with disabilities.
Culturally sensitive assessments are based on content and
scenarios that cater to diverse populations. They attempt to give equal chances
to students regardless of gender, place of origin, and socio-economic
background. Biased tests, on the other hand, give unfair advantage to some.
Unfair advantage privileges those with a certain background or experiences (rather
than those with better aptitude or preparation for a test). The presence of
bias invalidates scores because of irrelevant components that affect student
performance across groups.
Accessibility of assessments is important based on
an individual’s right to a quality education. This involves the use of tools,
devices, and accommodations that allow students with special needs to take
either the same tests as others or suitable equivalents. AUB is a good example
of an institution that is showing greater sensitivity to students with special
needs by providing special staff and accommodations to facilitate the academic
experience of these students.The type of assessment given is also important. For example, “performance assessment” in the form of projects may be considered fairer than traditional testing because it is more individualized; students may choose their own topics and may receive formative feedback as projects take time.
Of course, the teaching experience - before any evaluation –
should also be fair. Fairness in assessment includes both what precedes
assessment (such as resources and access) as well as the actual assessment
design.
