The results of an assessment
The results of an assessment should be designed to reflect the students’ level of understanding. The reflection is the evaluation of the knowledge taught to the students and how well they have comprehended (Sweller 295). However, not all assessments reflect this knowledge. Actually, without the conscious intentions of the party involved, most assessments come out culturally biased. Cultural biases in assessment refer to a situation where a particular assessment or test is irrelevant for a given audience (Grinder 4). Such an assessment does not capture the actual knowledge of students of the subject taught. Also, cultural biases do not encompass all details that accrue to a culture which the student is not familiar with. As long as the assessment does not reflect the topic of given classroom culture, such an assessment should avoid including cultural tidbits which would consequently throw off some of the students.
Gender bias
Gender bias is among this cultural biases. Some assessments may target topics that various cultures may be training girls on, on the other hand, boys may be already natural leaders in such fields (Sweller 298). Thus, due to their fault, girls fail to perform on such topics and fail on assessments. Likewise, based on vocabulary assessments, exposure and gender roles to various types of language contribute to whether a boy or a girl pronounces a vocabulary correctly (Grinder 6). Another form of cultural bias is the unbalanced referrals for special education. There are unbalanced numbers of the ethnic minorities who are eligible for special services of education. These oversights result from low exposure to socioeconomic or academic levels.
The changing population
Additionally, the changing population continues to attract different languages. When it comes to assessment, various problems are posed to the students who do not know multiple languages (Grinder 4). This is because the cultural factors always find their way, especially in the United States of America since some students do not have a grasp of the English language.
Strategies to deal with cultural bias in class
Among the strategy to deal with cultural bias in class is by conducting fair and equitable testing. For the talented and gifted programs, teachers and other educational managers should begin to implement, instead of using non-verbal tests. These tests should be applied to the students who are in their early childhood period (Sweller 294). As such, the development in language and speech cannot have a place in blocking gifted students from entering a new program. Additionally, one can also develop a suggestion for various research assessment styles, which demonstrate the ability of students through multiple intelligence, instead of concentrating on standard ways of assessment (Grind 13). In a classroom setting, one can give open-ended tests that allow expression of students and knowledge interpretation (Sweller 300). Such tests will ensure that memorization tendencies are whipped off as students will have a chance to justify their answers. Such a technique will reduce bias at significant levels. Finally, one can advocate for biased topics or questions when a standardized test comes arises. This should be reported immediately to the testing agency or the school.
In conclusion
In conclusion, as far as these cultural bias in the classroom is concerned, it happens without know-how. Most test writers and teachers are not aware of such intricacies. Changes might only be made if a few people speak up if they notice any form of cultural bias.
Works Cited
Grinder, Robert E. "Educational Psychology: The Master Science 1." The future of educational psychology. Routledge, 2017. 3-18.
Sweller, John. "Cognitive load theory, evolutionary educational psychology, and instructional design." Evolutionary perspectives on child development and education. Springer, Cham, 2016. 291-306.
