Equitable Assessments

Our students come to Winston-Salem State University from diverse contexts with varying experiences and backgrounds. As the WSSU vision statement suggests, for our university to be a “premier national leader in advancing equity,” we must reflect on how we promote equity across our campus. Because of this, it is important to consider if our assessments are equitable and inclusive for all. 

Equitable assessments are assessment practices that ensure that all students are appropriately assessed and that the assessment process does not harm students. They aim to reduce assessment biases and promote growth mindsets, self-efficacy, and student agency. Equitable assessments also provide students with a way to demonstrate their learning and use the results of the assessment to promote equity. Below are seven suggestions and strategies to consider when creating equitable assessments for our students. 

Strategy One: Use multiple assessment types. 

Whereas traditional assessments such as exams, tests, and projects are often considered summative assessments, there are various types of assessments instructors can offer students. For instance, formative assessments such as quizzes, starters, exit slips, Q&A discussions, and discussion boards often offer students quick, real-time feedback on their progress. Additionally, criterion-referenced assessments such as mastery-based learning assessments allow for individualized learning paths. By focusing on specific criteria or objectives, these assessments provide a clear picture of what a student has mastered and what areas they need to improve. Lastly, instructors can also implement diagnostic tests to measure students' current knowledge and ipsative assessments to measure students’ growth in the course. 

Suggestion Two: Provide reasonable accommodations and deadline expectations.

The following testing accommodations are listed on the Winston-Salem State University Department of Disability Services webpage: separate or reduced distraction testing spaces; 1.5x extended time on quizzes, tests or exams; 2.0x extended time on quizzes, tests or exams; 3.0x extended time on quizzes, tests or exams; peer note-taker or note-taking support; and breaks as needed. It is important to remember that instructors must offer students the appropriate accommodations. 

As an instructor, one way to approach this is to make accommodations for individuals on a case-by-case basis guided by their accommodation request letter. Another way to approach this is to design your assessments with accessibility in mind. For instance: 

• Move away from timed exams;
• Build flexibility into the course structure, such as allowing students to drop one or more of their lowest quiz or assessment scores and;
• Provide an exam window in which a student can begin their exam at any point over a period of time.

Suggestion Three:  Provide options/choices for students to demonstrate their learning.

Student choice of assessment is a learner-centered approach that gives students some control over how they demonstrate their learning. There are many benefits to providing students with choices regarding assessment. Some benefits of student choice of assessment include: 

• Students are more likely to take ownership of their work;
• Allows students to be creative as they demonstrate their new knowledge and skills;
• Increases confidence as students demonstrate their knowledge;
• Creates more positive attitudes toward learning in our courses and;
• Makes grading more interesting for the professor. 

Suggestion Four:  Ensure your materials are accessible.

The United States Department of Education Office for Civil Rights defines that students with disabilities “must be provided the opportunity to: acquire the same information, engage in the same interactions, and enjoy the same services as students without disabilities, with substantially equivalent ease of use.” Providing greater accessibility within assessments and learning activities not only supports students' interest and engagement, but accessible assignments can foster a greater sense of competency, autonomy, and connection. 

Suggestion Five: Use clear language that is understood by all. 

As instructors evaluate their assessments and instructions for clear, understandable language, here are some questions to consider:

• What happens when the assessment contains references that may not be understood by students from different cultures or for whom English is not their first language?
• What happens when the exam and assignment descriptions are unclear or confusing to students?
• Have I proofread my assessments, especially timed exams, for typos or mistakes in grammar?
• What happens when the language choices seem disrespectful to students?
• What happens when I don't offer and welcome opportunities for students to seek clarification and for me to receive feedback on the language choice?

Suggestion Six: Be specific and transparent about student expectations.

Rather than telling students what will be “on” an assessment, tell them what they should be able to “do” in the assessment. Students should know which student learning outcomes will be tested on an assessment, the standards, and the level of detail required. For example, instead of telling students that the exam will cover chapters 1-4, reframe this in terms of the appropriate learning outcomes. Students should be able to solve a system of linear equations using the graphing, substitution, and elimination methods. This allows students to prepare in a way that aligns their efforts with your stated learning aims.

Suggestion Seven: Counter any implicit biases when creating and grading assessments.

Implicit bias refers to the unconscious attitudes, stereotypes, and reactions we all have that may affect our behavior. These biases may affect how we interact with students and may be reflected in the assessments that we create and grade. To design assessments that promote learning for all students it is useful to consider if our unconscious biases may result in assessments that are not equitable and inclusive for all students.

References

Center for Educational Innovation. (n.d.). Equitable Assessments. University of Minnesota. Retrieved September 3, 2024, from https://cei.umn.edu/teaching-resources/assessments/equitable-assessments