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Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills

Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills

Raffaela Wolf, Doris Zahner
Copyright: © 2016 |Pages: 30
ISBN13: 9781466694415|ISBN10: 1466694416|EISBN13: 9781466694422
DOI: 10.4018/978-1-4666-9441-5.ch018
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MLA

Wolf, Raffaela, and Doris Zahner. "Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills." Handbook of Research on Technology Tools for Real-World Skill Development, edited by Yigal Rosen, et al., IGI Global, 2016, pp. 472-501. https://doi.org/10.4018/978-1-4666-9441-5.ch018

APA

Wolf, R. & Zahner, D. (2016). Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills. In Y. Rosen, S. Ferrara, & M. Mosharraf (Eds.), Handbook of Research on Technology Tools for Real-World Skill Development (pp. 472-501). IGI Global. https://doi.org/10.4018/978-1-4666-9441-5.ch018

Chicago

Wolf, Raffaela, and Doris Zahner. "Mitigation of Test Bias in International, Cross-National Assessments of Higher-Order Thinking Skills." In Handbook of Research on Technology Tools for Real-World Skill Development, edited by Yigal Rosen, Steve Ferrara, and Maryam Mosharraf, 472-501. Hershey, PA: IGI Global, 2016. https://doi.org/10.4018/978-1-4666-9441-5.ch018

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Abstract

The assessment of higher-order skills in higher education has gained popularity internationally. In order to accurately measure the skills required for working in the 21st century, a shift in assessment strategies is required. More specifically, assessments that only require the recall of factual knowledge have been on the decline, whereas assessments that evoke higher-order cognitive skills are on the rise. The purpose of this chapter is to discuss and offer strategies for mitigating bias for a computer-administered performance-based assessment of higher-order skills. Strategies to abate the effects of bias are discussed within the test design and test implementation stages. A case study of a successful adaptation and translation of CAE's Collegiate Learning Assessment (CLA+) is presented to guide the discussion throughout the chapter.

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