Aimee McGillis

Tuesday, 14th September 2021

Advanced Studies in Special Education
Article Review- Bias in Assessment
 Recent studies in the department of education have provided evidence which

thoroughly demonstrates that culture, as well as background impacts the scoring of

students on so called standardized assessments. While these methods of testing are

intended to quantitatively measure intelligence and knowledge of the examinees, they

are in fact normed on the basis of more individual cultures, and therefore defunct to

teachers searching for equitable assessment of their students. Kim & Zabelina, authors

of Cultural Bias in Assessment: Can Creativity Assessment Help? recommend that

creativity assessment be added to traditional standardized testing practices, to help

remedy the issue.

These assessments are “...normed based on the knowledge and values of the

majority groups, which can create bias against minority groups, including gender, race,

community status, and persons with different language backgrounds, socioeconomic

status, and culture.” This article presents the argument that due to the equally

significant weight of creativity, it should be at the center of the design of assessment, as

“...creativity assessment measures are normed on individual cultures.” Kim & Zabelina

consequently advocate on behalf of this form of assessment, stating “To reduce bias, we

suggest that creativity assessments be added to traditional tests and alternative

assessments.”.

The authors make key points regarding what assessment should indeed look like,

how it should be properly structured and designed, cultural bias and how it can affect

assessment, as well as education overall, creativity and its potential to reshape student
evaluation, standardized tests and their failings, and cultural validity. These concepts

point to the call for reformation within education, and how the changes can be made by

more educated and aware teachers, as they care for the wellbeing of their students.

The thought process behind choosing the topic of bias in assessment was initiated

from a more recent string of educational novels I’ve read, including quite a few related

to the demand for racial justice, in light of the movements 2020 (combined with our

country’s past history) has cultivated. The connection I have made here, is that I have

recently been in the midst of the practice of educating myself of the great injustice in our

broken world, of working to more clearly see the ways in which my neighbor is hurting,

even where I am not. To me, this work is quite easily manifested in the work of a

teacher, and even as a preservice teacher, I feel not only a personal calling, but a

responsibility to this active pursuance of a more open minded mindset and a more

educated perspective.

This being said, there is massive injustice to be seen within the education system

upheld in the United States. While this tends to be quite evident to anyone in the field of

education, there is much to learn about equity and bias when you are a privileged white

kid in college. This article seemed to be a stepping stone in the continuation of this drive

for change, a pursuit of a more challenging element of a simple concept. As a senior

education major, I know how to define assessment. I even know how to create a few, the

breakdowns of the types for the most part. However an aspect of assessment that isn’t as

clearly defined or categorized is the ethical implications of justice and equity. I believe
that the good work often is not easy, and this article topic, and the piece itself stood out

to me as an example of that belief put into practice.

The evidence this article exhibits creates a clear message as to what should be

added as a key element of my teaching philosophy. It is imperative that the basis of

student evaluation remains consistently unbiased, and the effort required to make

equitable and fair assessments can sometimes be more than one would expect in a

seemingly simple reading comprehension assessment, for instance. Including aspects of

creativity in the planning and preparation stages of lessons and day to day classroom

procedures and management seems to me an extremely applicable way of administering

care and thoughtfulness to my future students. I believe that what we have learned from

child psychologists and theorists for decades has demonstrated to anyone paying

attention that children learn in the environment in which they feel safe, known,

nurtured, respected, and loved. Allowing a space for creativity is a clear exemplification

of this known truth, and one of the most helpful motivators as a teacher.

Upon reflecting on the contents of this article, the wisdom of Kim & Zabelina

speaks to my religious morals as well. We as Christians are told that David “...reigned

over all of Israel, administering justice and equity to all of his people.”. Additionally, we

are told that the world will be judged with righteousness; that judgement will be

executed upon the peoples with equity. Ultimately, the Bible makes it clear that, “The

Lord promotes equity and justice; the Lord’s faithfulness extends throughout the

earth.”. Certainly, if the Lord is promoting equity and justice, we as Christians, as

individuals with callings, as teachers should be as well.

 Bibliography

1. Kim, K. H., & Zabelina, D. (n.d.). Cultural bias in assessment: Can creativity
assessment help? The International Journal of Critical Pedagogy. Retrieved
September 14, 2021, from http://libjournal.uncg.edu/ijcp/article/view/301.