Ed450 Absence of-Bias

BY JAMES JUCUTAN

BELLWORK

WORD SEARCH

STUDENT LEARNING OBJECTIVESSTUDENTS WILL BE ABLE TO / I CAN. . .

IDENTIFY TWO FORMS OF ASSESSMENT BIAS

DISTINGUISH JUDGMENTAL AND EMPIRICAL APPROACHES TO REVIEW ASSESSMENT BIAS

UNDERSTAND AND APPLY DIFFERENT ACCOMMODATIONS TO BE USED IN THE CLASSROOM

NORMSBE PREPAREDCELLPHONE ON SILENT OR VIBRATERESPECT OTHERSHAVE FUN

LEARNING!

WARM UP ACTIVITY

THE “ABSENCE OF TALKING” GAME

ABSENCE-OF-BIAS

LAST OF 3 ESSENTIAL CRITERIA FOR EVALUATING EDUCATIONAL ASSESSMENT

AFFECT STUDENTS PERFORMANCE

ABSENCE-OF-BIAS

TWO FORMS OF ASSESSMENT BIAS WHICH ARE:OFFENSIVEUNFAIR PENALIZATION

EXAMPLE: FOR MATH WORD PROBLEMS, BOYS ARE MORE FAMILIAR WITH SPORTS THAN GIRLS

THE NATURE OF ASSESSMENT BIASTWO FORMS OF ASSESSMENT BIAS

OFFENSIVENESS STEREOTYPE MALE HIGHER THAN FEMALE

UNFAIR PENALIZATION CONTENT

ACTIVITY

ROLE PLAYTWO FORMS OF ASSESSMENT BIAS

DISPARATE IMPACT AND ASSESSMENT BIAS

DISPARATE IMPACT DIFFERENT FROM ASSESSMENT BIAS

DISPARATE IMPACT

JUDGMENTAL APPROACHESBIAS REVIEW PANELS

CONSIST OF 15 TO 25 MEMEBRS THAT ARE EXPERTS IN THE SUBJECT

A PER-ITEM ABSENCE-OF-BIAS JUDGMENT “MIGHT THIS ITEM OFFEND OR UNFAIRLY PENALIZE ANY

GROUP OF STUDENTS ON THE BASIS OF PERSONAL CHARACTERISTICS, SUCH AS GENDER, ETHNICITIY, RELIGION OR RACE?”

AN OVERALL ABSENCE-OF-BIAS JUDGMENT “CONSIDERING ALL OF THE ITEMS IN THE ASSESSMENT

DEVICE YOU JUST REVIED, DO THE ITEMS, TAKEN AS A WHOLE, OFFEND OR UNFAIRLY PENALIZE ANY GROUP OF STUDENTS ON THE BASIS OF PERSONAL CHARACTERISTICS, SUCH AS GENDER, ETHNICITY, RELIGION, OR RACE?”

EMPIRICAL APPROACHES

DIFFERENTIAL ITEM FUNCTIONING (DIF) PROCEDURE

DIFFERENCES BETWEEN DIFFERENT GROUPS

BIAS DETECTION IN CLASSROOM

BECOME SENSITIVE TO EXISTENCE OF ASSESSMENT BIAS AND THE NEED TO ELIMINATE IT

KNOW BACKGROUND AND EXPERIENCES OF STUDENTS

ACTIVITY

DETECT MISTAKES

ASSESSING STUDENTS WITH DISABILITIES AND ENGLISH LANGUAGE LEARNERCHILDREN WITH DISABILITIES

FEDERAL LAWTHE EDUCATION FOR ALL HANDICAPPED

CHILDREN ACT (1975 PUBLIC LAW 94-142)PROPERLY EDUCATE CHILDREN WITH

DISABILITIESINSTALLED THE USE OF IEP

ASSESSING STUDENTS WITH DISABILITIES AND ENGLISH LANGUAGE LEARNERACCOMODATIONS

FOUR TYPICAL ACCOMMODATIONS: PRESENTATION RESPONSE SETTING TIMING AND SCHEDULING

ENGLISH LANGUAGE LEARNERSENGLISH LANGUAGE LEARNERS (ELL) ASLO KNOW

AS LIMITIED ENGLISH PROFICIENT (LEP)

ACTIVITY

COMMERCIAL TIMEACCOMMODATE STUDENTS IN CLASSROOM

WHAT DO CLASSROOM TEACHERS REALLY NEED TO KNOW ABOUT ABSENCE-OF-BIASAWARENESS AND EXISTENCE OF ASSESSMENT

BIAS

MAKE OTHERS LOOK OVER TEST ITEMS THAT MAY BE OFFENSIVE OR UNFAIRLY PENALIZE STUDENTS

ASSESSMENT BIAS SHOULD BE ABSENT IN CLASSROOM

ASSESSMENT

MAKE AN ASSESSMENT

CONCLUSIONDID WE. . .

IDENTIFY TWO FORMS OF ASSESSMENT BIAS

DISTINGUISH JUDGMENTAL AND EMPIRICAL APPROACHES TO REVIEW ASSESSMENT FOR BIAS

UNDERSTAND AND APPLY DIFFERENT ACCOMMODATIONS TO BE USED IN THE CLASSROOM

KEY POINT HANDOUT

QUESTIONS