Resources

This page presents available resources related to fairness and equity in assessment in higher education compiled by the Task Force members.

From the National Institute for Learning Outcomes Assessment (https://www.learningoutcomesassessment.org/)

• Capital University - Case Study - Ly (PDF)
• Cornell University - Case Study - Meyerhoff (PDF)
• Portland State University - Case Study - Carpenter, Reitenauer, & Shattuck (PDF)
• San Diego State - Case Study - Montenegro (PDF)
• St Edwards University - Case Study - DeSantis (PDF)
• Strategies for Change - Equity in Assessment Practices - Huston (PDF)
• Student Perceptions of and Involvement with Assessment - Jankowski & Teitelbaum (PDF)
• Wake Forest University: Campus Life and Equitable Assessment - Brocato et. al (PDF)

Articles, Books, and Other Resources

• CAST (2020). UDL Tips for Assessment. Wakefield, MA: Author. Retrieved from http://www.cast.org/publications/2020/udl-tips-assessmentshttp://udlresource.ca/2017/12/assessment/
• Dorans, N., & Cook, L. (2016). Fairness in educational assessment and measurement. Routledge: Boca Raton, FL. ISBN 9781138026193
• Falchikov, N., & Boud, D. (2007). Assessment and emotion: The impact of being assessed. In D. Boud, & Falchikov, N. (Eds.). Rethinking assessment in higher education: Learning for the longer term (pp. 144-155). New York, NY: Routledge. https://doi.org/10.4324/9780203964309 
• Flaherty, C. (2021, February 17). The skinny on teaching evals and bias. Inside Higher Ed. Retreived from: https://www.insidehighered.com/news/2021/02/17/whats-really-going-respect-bias-and-teaching-evals/ 
• Gipps, C., & Murphy, P. (1994). A fair test? Assessment, achievement and equity. Philadelphia, PA: Open University Press. 
• Kane, M. (2010). Validity and fairness. Language Testing, 27(2), 177-182. https://journals.sagepub.com/doi/10.1177/0265532209349467 
• Hakzan, E.; Borend, J.; Johnson, s.; Greenhaw, L. (2020, November 2). Examining gender bias in student evaluations of teaching for graduate teaching assistants. Journal of the North American Colleges and Teachers of Agriulture, 64, pp. 430-435. PDF: Examining Gender Bias
• Joint Committee on Standards for Educational Evaluation. The Evaluation Center of Western Michigan University: Kalamazoo. Retrieved from https://evaluationstandards.org/
• Lizzio, A., Wilson, K., & Hadaway, V. (2007). University students’ perceptions of a fair learning environment: A social justice perspective. Assessment & Evaluation in Higher Education, 32(2), 195-213. https://doi.org/10.1080/02602930600801969
• McNair, T. B.; Veras, J. (2017, Spring). Committing to equity and inclusive excellences. Peer Review, 19(2). Entire issue. Retrieved from: https://www.aacu.org/peerreview/2017/Spring
• Mintz, S. (2019, December 9). Can technology make grading fairer and more efficient? Retrieved from https://www.insidehighered.com/blogs/higher-ed-gamma/can-technology-make-grading-fairer-and-more-efficient
• Montenegro, E. & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis. Retrieved from: https://www.learningoutcomesassessment.org/wp-content/uploads/2020/01/A-New-Decade-for-Assessment.pdf
• Perdomo J., Tolliver D., Hsu H., He Y., Nash K.A., Donatelli S., Mateo C., Akagbosu C., Alizadeh F., Power-Hays A., Rainer T., Zheng D.J., Kistin C.J., Vinci R.J., Michelson C.D. (2019, November 25). Health Equity Rounds: An Interdisciplinary Case Conference to Address Implicit Bias and Structural Racism for Faculty and Trainees. MedEdPORTAL: The AAMC Journal of teaching and Learning Resources. Retrieved from https://www.mededportal.org/doi/abs/10.15766/mep_2374-8265.10858 doi: 10.15766/mep_2374-8265.10858. PMID: 32166114; PMCID: PMC7050660.
• Sherman, M. D., Ricco J , Nelson S C., Nezhad S.J., Prasad S. Implicit bias training in a residency program: Aiming for enduring effects. (2019) Family Medicine, 51(8), pp. 677-681. doi: 10.22454/FamMed.2019.947255. PMID: 31509218
• Yanowitz, K. L. & Hahs-Vaughn, D. L. (2007).Changes in student-centered assessment by postsecondary science and non-science faculty, Teaching in Higher Education, 12:2, 171-184, DOI: 10.1080/13562510701191927

Frameworks

• Developmental Model of Intercultural Sensitivity (DMIS) - Milton Bennett https://www.idrinstitute.org/dmis/
• Intercultural Development Continuum (IDC) - Mitchell Hammer https://idiinventory.com/generalinformation/the-intercultural-development-continuum-idc/
• The Transparency in Learning and Teaching (TILT) project (https://tilthighered.com) which has a framework for presenting assignment instructions to clarify Purpose, Task, and Criteria as well as transparency methods for improving learning (see https://tilthighered.com/tiltexamplesandresources)
• Guidelines for Assessment and Instruction in Statistics Education (GAISE) framework, which highlights some useful concepts for assessing statistical thinking. While this is a fairly specific and targeted document, it may provide some useful insight into creating fair and equitable assessments in general (https://www.amstat.org/asa/files/pdfs/GAISE/GaiseCollege_Full.pdf).