1. assessment ethics
Highline College

2. 7 Elements of Assessment Planning
Mission Statement
Goals
Outcomes (Learning & Service/Program)
Methodology
Implementation
Results
Decisions/Recommendations

3. Researcher Bias
The assumption that although “research” may be considered neutral, “researchers” are not.
We all leave an impression on the work we do. This fingerprint is unique to us and unique to the set experiences we hold.

4. Intersectionality& Bias
Classical models of oppression within society do not act independently of one another; instead, these forms of oppression interrelate creating a system of oppression that reflects the "intersection” of multiple forms of identity and discrimination.
These various socially and culturally constructed categories of discrimination interact on multiple and often simultaneous levels, contributing to systematic social inequality.

5. Social Justice Framework
Systems of privilege and oppression are always in play…

6. One Size Does Not Fit All…
Cancer Research
Workforce Research
IQ Tests & College Entry Tests
Sexual Health Surveys
Wellness Surveys

7. Pop Quiz!
Which of the following is NOT true. The definition of “intersectionality” includes: a) socially and culturally constructed categories of discrimination b) oppression based on race/ethnicity, gender, religion, nationality, sexual orientation, class, or disability act independently of one another c) race/ethnicity is one of the categories of systemic oppression d) all of the above
Answer is B. Our identities do not act independently of one another. The many and varied components of our identity intersect within each of us.

8. Know your Biases
Understanding our own experiences as raced, classed, and gendered and recognizing that it influences our work as it relates to assessment.
So how do we check ourselves, our assumptions, and the ways we are knowingly and unknowingly feed into systematic privilege and oppression? One way is to identify your biases and to know your own positionality.
Hand out targeted identity activity grid before switching to the next side

9. Dominant/Agent Identity
How were you socialized to think and feel about this identity? • In what ways have you needed to or had the opportunity to reflect on this identity? • How does this identity intersect with other dominant and subordinated identities? • How has this identity influenced your perspective in education or assessment?

10. Subordinated/Target Identity
How were you socialized to think and feel about this identity?
How do you experience this identity when you are in spaces where most or all others share this same identity?
How do you experience this identity when you are in spaces where others with different identities are present?
How does this identity intersect with other dominant and subordinated identities?
How has this identity influenced your perspective in education or assessment?

11. Assessment Practice
Read any interview questions you have with an independent party to analyze interview bias.
Control the manner in which data is collected to avoid measurement bias.
Compare your results to local, regional, and/or national findings through benchmarking.
Consider using standard demographic questions.
How to avoid researcher bias?
Determine the types of biases that could compromise your research.
Take into consideration your own personal beliefs.
Acknowledge the design bias in your research.
Include large numbers of samples to avoid sampling bias.
Give outlying results the appropriate attention.

12. Student-Response Bias
Students answer questions in the way they think the questioner wants them to answer rather than according to their true beliefs.
Tendency of respondents to answer questions in a manner that will be viewed favorably by others

13. Interpreter Bias
The tendency of people to favor information that confirms their beliefs or hypotheses.

14. Important ethical considerations
Kitchener’s Principles (1985)
Respect Autonomy students cannot be coerced into participating
Doing No Harm subjects should never be put at risk
Benefiting Others the reason for conducting assessments is to improve services and programs for the welfare of students
Being Just promises must be delivered and subjects should be treated equally
Being Faithful assessments are conducted to reveal the truth and should be shared with those who were promised an account of the findings
Schuh, J. H., & Upcraft, M. L. (2001). Assessment practice in student affairs: An applications manual. San Francisco, CA: Jossey-Bass.

15. quiz! What are the 3 types of assessment bias
Extra credit: Name one example of any of the types of assessment biases!
-Researcher bias
-Student response bias
-Interpreter bias

16. Questions?!

17. Assessment Time! 1 minute paper!
After attending today’s session…. What strategies do you have for managing the impact of researcher bias on the integrity of assessments? What, if any, is your increased understanding of the importance of reflective practices?