Exploring Sources of Bias to Improve the Universal Design of Mathematical Problem-Solving Tests

Advancement of testing of mathematical problem-solving skills calls for open-ended, realistic tasks particularly susceptible to bias, compromising the score validity and fairness of tests. Informed by universal design principles, this study framed 360 prototype items developed for the Problem-solvin...

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Bibliographic Details
Published in:Educational assessment 2024-10, Vol.29 (4), p.274-292
Main Authors: Fan, Yiyun “Kate”, Koskey, Kristin L. K., Bright, Dara, Matney, Gabriel, Bostic, Jonathan, May, Toni A., Stone, Gregory E.
Format: Article
Language:English
Subjects:
Bias
Educational evaluation
Educational tests & measurements
Mathematics education
Problem solving
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Summary:Advancement of testing of mathematical problem-solving skills calls for open-ended, realistic tasks particularly susceptible to bias, compromising the score validity and fairness of tests. Informed by universal design principles, this study framed 360 prototype items developed for the Problem-solving Measures Grades 6–8 Computer Adaptive Tests as a bounded case to illuminate sources of bias in middle-school mathematics assessment. Experts’ shared understandings of potential sources of bias were collected using an iterative Delphi technique. Four themes in sources emerged from a thematic analysis of 201 sources of bias identified: assumed lived experiences, language use, item presentation, and stereotypes. These sources potentially placed subgroups of students from certain sociocultural backgrounds (e.g. culture, gender, race/ethnicity, socioeconomic status) at a disadvantage by challenging them in ways unrelated to mathematical problem solving. Recommendations for minimizing potential sources of bias in test development to achieve equitable K-12 mathematics problem-solving tests are discussed.
ISSN:1062-7197
1532-6977
DOI:10.1080/10627197.2024.2418554