Addressing Biases in the Classroom
To ensure instructors effectively develop equitable assessments and teaching practices, we must take steps to recognize and address our biases. This includes identifying how biases play a role in our assessments. For example, instructors may unconsciously stereotype students based on their race, gender, ethnicity, disability, or other characteristics, leading them to make assumptions about a student’s abilities. They can also be influenced by a student’s previous academic performance or background. In addition, instructors may design assessments that reflect their cultural norms and values, which may disadvantage students from different cultural backgrounds. For example, there are often unconscious biases in:
- Language used for assessment, e.g., questions, examples, or events.
- Mediums used for assessment, e.g., multiple choice questions, 3 hours exams, essay writing, and presentations.
- Grading, e.g., how grading takes place, the percentage assigned to certain assessments.
- Feedback, e.g., the language feedback is provided in, the timing and type of feedback.
To minimize bias in assessments, instructors can take the following steps:
- Monitor their biases and reflect on how their personal experiences and values may impact their assessment practices.
- Use a variety of assessment methods that reflect different learning styles and abilities.
- Clearly define the learning objectives and criteria for success in assessments.
- Use rubrics or scoring guides that are based on objective criteria.
- Seek feedback from students and colleagues to identify and address any assessment biases.
