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Research papers on Standardized testing and equity

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  1. Equity Beyond Bias in Language Technologies for Education

    Elijah Mayfield, Michael Madaio, Shrimai Prabhumoye, et al. · 2019 · 62 citations

    Elijah Mayfield, Michael Madaio, Shrimai Prabhumoye, David Gerritsen, Brittany McLaughlin, Ezekiel Dixon-Román, Alan W Black. Proceedings of the Fourteenth Workshop on Innovative Use of NLP for Building Educational Applications. 2019.

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  3. Achieving Assessment Equity and Fairness: Identifying and Eliminating Bias in Assessment Tools and Practices

    Mohamad Ahmad Saleem Khasawneh, Yusra Jadallah Abed Khasawneh · 2023 · Preprints.org · 23 citations

    The objective of this study is to examine different types of bias present in assessment tools and techniques, identify and eliminate any forms of favoritism, and suggest effective approaches for advancing equity and objectivity in assessment procedures. The research utilizes a qualitative methodology, incorporating surveys and focus group discussions with educators and students to collect data. Thematic analysis is a method employed for the purpose of analyzing qualitative data. The results suggest that students hailing from diverse cultural backgrounds perceive partiality in the language and cultural context of evaluations, leading to diminished scores. According to academic professionals,

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  5. Advancing the validity argument for standardized writing tests using quantitative rhetorical analysis

    Beata Beigman Klebanov, Chaitanya Ramineni, David Kaufer, et al. · 2019 · Language Testing · 16 citations

    Essay writing is a common type of constructed-response task used frequently in standardized writing assessments. However, the impromptu timed nature of the essay writing tests has drawn increasing criticism for the lack of authenticity for real-world writing in classroom and workplace settings. The goal of this paper is to contribute evidence to a validity argument for standardized writing tests. Using measurements of distances between rhetorical profiles in the corpora of interest, we examined connections between argumentative writing on standardized assessments and in external writing situations; namely, opinionated writing in academic and real-life settings. The results show that test cor

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  6. A comparison of ethnic, sex and age bias in the predictive validity of English language aptitude tests: some Israeli data

    Moshe Zeidner · 1987 · Language Testing · 14 citations

    The primary aim of this study was to test for ethnic, sex, and age bias in the pre dictive validity of English language aptitude test scores, routinely employed for student selection and placement in the Israeli scene. The analyses were based on the English language aptitude test scores of 824 full time Jewish students studying at a major Northern Israeli university. For data analytic purposes, students were partitioned by ethnicity (Western/Oriental), sex (males/females), and age group membership (18-21, 22-25, 26-29, 30+). English language aptitude test scores, as predictors, evidenced both slope and intercept bias by ethnicity, tending signif icantly to overpredict the first year cumulati

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  7. An Alternative Approach to Standardized Testing: A Model That Promotes Racial Equity and College Access

    Saran Stewart, Chayla Haynes · 2015 · Loyola eCommons (Loyola University of Chicago) · 12 citations

    Since its inception, standardized testing has long been considered an illustration of the endemic nature of racism in America and a barrier to college access for racially minoritized students. This paper explores how standardized testing affects racial equity and college access of racially minoritized students. Critical race theory (CRT) and access provide frameworks to understand how standardized testing impacts racially minoritized students as members of the college going community. Thereafter, we problematize the use of colorblind and meritocratic practices in order to propose a comprehensive critical education model for the assessment of racially minoritized students’ scholastic aptitude

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  8. Repurposing Standardized Testing for Educational Equity:: Can Geographical Bias and Adversity Scores Expand True College Access ?

    Manuel S. González Canché · 2019 · Policy Insights from the Behavioral and Brain Sciences · 12 citations

    Recent Federal Bureau of Investigation (FBI) criminal charges involving standardized testing have renewed public scrutiny over the tests’ role in reproducing inequities and wealth-based privileges. Although some continue to call for the eradication of standardized testing, this article presents a different perspective with a threefold purpose. First it provides a critical review of the existing literature on standardized testing including the newest development: geographical bias in testing or the systemic and systematic ways in which place-based resources influence test-takers’ performance. Second, it discusses the goals and consequences of the College Board’s recently unveiled “adversity s

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  12. Standardized Testing for Diverse Talent Identification: A Framework to Address Geographical Bias in Standardized Testing and Increase Diversity in College Admissions in the Post-Affirmative Action/Race-Neutral Admissions Era

    Manuel S. González Canché, Kaiwen Zheng, Yantao Song, et al. · 2025 · Research in Higher Education · 8 citations

    Despite the emergence of test-optional policies, standardized admission tests continue shaping the college composition and financial aid prospects of hundreds of thousands of students. This is concerning for the following reasons: (a) standardized test results have historically favored test-takers from wealthier and majority backgrounds, (b) test optional policies have prominently not translated into more diverse student bodies, and (c) on June 29, 2023, the Supreme Court ruled unconstitutional to consider race and ethnicity in college admission decisions. All of which threatens student body diversity in the United States. With this context in mind, this study contributes to this literature

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  13. High Quality, Equity, and Assessment: An Analysis of Variables Impacting English Learner Standardized Science Test Performance and Implications for Construct Validity

    María del Carmen Salazar, Joanna Kristine Bruno, Melissa P. Schneider · 2022 · Sustainability · 5 citations

    In the United States, assessment is seen as a lever that can facilitate high-quality education. This study on English learners, students whose native language is not English, was based on data from eighth-grade English learners’ performance on science general and content-specific (physical, life, and earth science) standardized exams and an English language proficiency exam. The researchers utilized regression analysis to examine factors (i.e., socioeconomic status, home language, English language proficiency, and receptive and productive elements of language) that are predictive of English learner performance in general and content-specific science standardized assessments to identify impli

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  14. When standardized testing is not standardized

    Romesh P. Nalliah, Michael S. Reddy · 2022 · Journal of Dental Education · 3 citations

    Standardized testing has been utilized by K-12 schools, undergraduate and graduate programs, as well as employers. Historically, it has been seen as an efficacious way to identify the best performing candidates to receive program entry or move forward in a hiring process. However, there is significant evidence mounting about the limitations of standardized testing and, yet, we persist with them because of their relative ease. The purpose of this perspective paper is to begin a conversation about the place of standardized tests in dental education and its relationship to institution goals related to diversity, equity, and inclusion.

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  15. Measuring creative thinking via holistic standardized assessments: from operationalization to impact on equity

    Michelle Gough, Ashley Williams · 2020 · 1 citations

    Scholars have long debated whether the domains of creativity or creative thinking could be measured on a standardized, computer-graded assessment. A strong body of research has argued that the bias of standardized testing against historically marginalized groups would be mitigated if creativity were added. Adding creativity to standardized assessments also addresses concerns that standardized tests have led to a narrowing of the curriculum. This work was initiated to develop an exemplary approach for measuring creative thinking alongside other skills via standardized assessment and to inspect whether data from over 300,000 assessments provide improved score equity for historically marginaliz

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  16. Best vs. All: Equity and Accuracy of Standardized Test Score Reporting

    Sampath Kannan, Mingzi Niu, Aaron Roth, et al. · 2021 · RePEc: Research Papers in Economics · 1 citations

    We study a game theoretic model of standardized testing for college admissions. Students are of two types; High and Low. There is a college that would like to admit the High type students. Students take a potentially costly standardized exam which provides a noisy signal of their type. The students come from two populations, which are identical in talent (i.e. the type distribution is the same), but differ in their access to resources: the higher resourced population can at their option take the exam multiple times, whereas the lower resourced population can only take the exam once. We study two models of score reporting, which capture existing policies used by colleges. The first policy (so

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  17. Initial Validity Evidence for the Student Health Equity Survey: Assessing Knowledge, Attitudes, and Capacity across Health Professions Programs

    Maranda C. Ward, Trudy Mallinson, Charles Cobbs IV, et al. · 2025 · MedEdPublish · 1 citations

    Construct: Health equity can be understood as an opportunity to achieve one's fullest health potential and health professionals play a central role in advancing this aim. Thus, equipping health professional students with key competencies is paramount to achieving health equity. Background: There is no universally accepted definition of health equity. As such, standardized training of health professions students to address the unfair burden of poor outcomes among socially disadvantaged populations does not exist. These ongoing threats to health equity can be mitigated with competency-based training. We assess the health professions training programs at an academic medical center that has docu

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  19. Measuring creative thinking via a holistic, computer-delivered standardized assessment: from operationalization to impact on equity

    Michelle Gough, Ashley Williams · 2020

    Scholars have long debated whether the domains of creativity or creative thinking could be measured on a standardized, computer-graded assessment. A strong body of research has argued that the bias of standardized testing against historically marginalized groups would be mitigated if creativity were added. Adding creativity to standardized assessments also addresses concerns that standardized tests have led to a narrowing of the curriculum. This work was initiated to develop an exemplary approach for measuring creative thinking alongside other skills via standardized assessment and to inspect whether the data from such assessments provides improved score equity for historically marginalized

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  20. Garbage In, Garbage Out!: A Commentary on Bias in Standardized Assessments

    Murat Kasli, Celia Rubio, Cengiz Zopluoglu · 2026 · Emerald Group Publishing Limited eBooks

    Abstract This chapter presents a comprehensive examination of item bias in standardized assessments. It commences by introducing the significance of standardized assessments across diverse domains and underscores the imperative of addressing item bias to foster principles of diversity, equity, and inclusion. Notably, this pursuit becomes even more crucial within sectors like medicine and law, which have historically grappled with issues of underrepresentation. It then explores examples of item bias in diverse fields (e.g., nursing education, medical education, and K-12 education), highlighting the impact on underrepresented groups. The chapter further delves into demonstrating the consequenc

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  21. Rethinking Standardized Assessment: A Critical Review of Equity, Inclusion, and Student Development

    Yengmen Miao, Jose Y. Haw · 2026 · Journal of Educational Research and Human Growth

    Background: Assessment for accountability, selection, and performance monitoring continued to be a focus of standardization while the implications of that standardization went beyond measurement. Methods: This significant secondary analysis of evidence explored from the fields of scholarship, policy and institutional realms related to issues of equity, inclusion and student development. Materials were analyzed using a structured interpretive process that involved checking claims about control, reliability, validity, fairness, instructional effects, and developmental consequences. Results: Five recurring tensions emerged in the synthesis: comparable scores/validity in context; accountability/

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