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Kristen Kus Chapter 4 The Absence of Bias - Assessment bias are parts of an assessment which offend or unfairly penalize a certain group based on things such as gender and ethnicity - For example, when taking a test which asks you to read a passage and respond to that passage in an essay is based in a certain religion and those who attend that religion score better on the essay exam, rather than those who where less familiar with the particular religion = assessment bias - To decrease such bias there are bias review boards - The question asked when considering all assessment parts: “Might this item offend or unfairly penalize any group of students on the basis of personal characteristics, such as gender, ethnicity, religion, or race?” Questions of the overall assessment are asked as well - Always be sensitive to bias in the classroom - Alternate assessment for students who are on different levels is crucial in having a true outcome of assessment, especially those with special needs Questions: Has anyone ever personally experienced assignment bias, either towards themselves, or have seen it out in their practicums? As a teacher do you think you will ever be able to rule out assessment bias in your classroom? Are there any other ways you could help your students by reducing bias?

Bethanie D'Andrea Diller & Moule Chapter 8 Bias in the Curriculum and in the Classroom -Interaction between White teachers and African American students: "pseudo-questioning strategy" students see the question not as a command, but as a question, leaving them free to continue their behavior. - For example, "Should you be running like that?" students need qualities of caring and direct command. -What teachers believe shapes the way we treat students. -Classrooms based on unexamined experiences will inevitably miss the needs of many culturally diverse students. -Deprived implies that, although ethnic-group members do possess culture, that culture had become deficient and distorted from the ravages of racism. - Research variables portray White subjects in a more favorable light and simultaneously create a negative impression of the abilities and resources of ethnic subjects. - Racism and oppression may lead to groupwide deficits in performance on tests that have nothing to do with native ability. - Educators tend to be over attached to tests as a means of gaining student information. When they do they account for cultural differences, instead of creating new instruments, they modify existing ones: adjusting scores, rewriting items, or translating them into a second language. This creates new problems in the place of old ones. -Teacher’s belief that it is the teacher’s responsibility to engage all students in meaningful learning activities. -Culturally competent teachers develop curricula that help students adopt the perspective of racially and culturally diverse groups, understand how dominant culture interacts with those who are culturally different and become empowered to bring about social change. Discussion: Indentify four key teacher characteristics likely to promote successful interaction of teachers and culturally diverse students. What are some ways to determine if a textbook is multicultrally relevant?

Chapter 5- “Deciding What to Assess and How to Assess It” __This chapter focuses on two major questions:__
 * 1). //What// sort of things should a classroom teacher try to assess.**
 * 2). Having decided on what to assess, //how// should a classroom teacher go about assessing it?**

__Main Ideas about //what// to assess:__ 1). Considering the three domains of student outcomes from Bloom’s Taxonomies of Educational Objectives (cognitive, affective, and psychomotor) can help teachers decide whether there are instructional and assessment overemphasis on cognitive outcomes. 2). Teachers should also consider (1) the content standards, (2) the NAEP assessment framework, (3) the views of other colleagues, and (4) state official standards that are designated for NCLP assessment.

__Main Ideas about //how// to assess:__ 1). There are two distinctive assessment strategies that are available to educators: //norm-referenced measurement// and //criterion related measurement//. Criterion related measurement is more appropriate for classroom assessment 2). A teacher must choose whether to emphasize **selected response** or **constructed response** assessment schemes:
 * Selected responses-** A student’s answer to test items that present options from which the student must choose. For example, multiple choice or binary choice items (true or false).
 * Constructed responses-** A student’s answers to assessment tasks. For example, essay items that require a response to be generated b the student “from scratch.”

__Discussion:__ 1). As a teacher, what are the advantages and disadvantages of choosing a selected response test? 2). As a teacher, what are the advantages and disadvantages of choosing a constructed response test?