Seminar on trends and issues in assessment

Name:
Areeba Zulfiqar
Program:
M.Phil. (morning)
(2023-25)
Department:
Institute of Education
Topic:
Impacts of Culture and Diversity on Assessment
Submitted to:
Dr. Mushtaq
Mam Fareeha
Outline:
Introduction
Primary goals
Areas of growth
Timeline
Summary

PRESENTATION TITLE 2
 Introduction

Culture and diversity are all about recognizing that society is made
up of many different groups having different interests, skills,
talents and needs. Is means that we can also recognize those people
in society who have different religious beliefs. So, assessment
determine the benefits or changes in knowledge, attitudes, skills, or
any other change that may be seen as a benefit for the participants. 3
 Culture
Culture is all about sharing
beliefs, values, customs,
practices, and artifacts that
built up any group or
society. It includes a wide
range of elements, including
language, religion, art, and
social norms, which are
transmitted from one
generation to the next.
(Kroeber, A. L, and
Kluckhohn, C, 1952).
 Diversity
Diversity refers to the presence
of a variety of different social
and cultural groups within a
larger community or
organization. It includes
differences, ethnicity, gender,
sexual orientation, age,
abilities, and more. Diversity
acknowledges the unique
characteristics and perspectives
of individuals that promotes
equality. (Cox, T.1994).
What should we do to avoid negative effects of culture
biasness?

 To avoid the negative effects of cultural biasness and promote

equal assessment, it is important to apply cultural response
assessment practices (Liu & Laiha Sura Yodhin, 2012). This
includes, accommodation for language differences, and training
a person to be culturally competent and strong.

Example:
Interactive opportunities for students to collaborate with others,
encouraging students to contribute to the community through
meaningful action. 6
 In conclusion, culture and diversity apply a deep
effect on assessment and for this cultural response
assessment is needed. Recognizing and addressing
cultural biases in assessment is a difficult step
toward creating more equitable, inclusive, and
accurate evaluation processes.

7
Why is the assessment process of students of different
cultures differing from each other?

The assessment process for students from different cultures may

differ due to diverse cultural backgrounds influencing learning
styles, communication norms, and educational expectations (Gay,
2018). Varied cultural perspectives impact how individuals
approach tasks and problem-solving, emphasizing the importance
of culturally responsive assessments (Hambleton & Zenisky,
2013). Additionally, research by Chen and Stevenson (1995)
highlights the significance of considering cultural factors in
assessment to ensure fair and valid evaluations across diverse
student populations. 8
 Cultural factors
The set of beliefs
Moral values
Traditions
Language
Laws

9
Rationale of the study:

This research is motivated by the urgent need to address

the disparities that came from cultural bias in
assessments. In an increasingly diverse and
interconnected world, it is difficult to understand the
influence of culture and diversity on assessment,(Helms,
1992 and Camara & Schmidt, 1999). This research
potentially leads to unfair circumstances for individuals
from various cultural backgrounds. These favoritism in
educational settings are increasing day by day where one
can count student academic achievements (Ladson-
Billings, 2006). 10
Objectives:

• To find out the role of cultural competence in

assessment practices and its impact on fairness
and accuracy.
• To explore the disparities in educational outcomes
among diverse student populations due to cultural
facts in assessments
• To review the relationship between cultural
sensitivity in assessment and evaluation of
diverse individuals and groups.
11
 Statement of the problem:
Many tests and assessments can be unfair to people from
different cultural backgrounds. This unfairness can affect
education, healthcare, and job opportunities. The problem we're
addressing is finding ways to make assessments fair for
everyone, regardless of their culture or background.

 Methodology:
An overview of the impacts of culture and diversity on
assessment practices and outcomes has been done. The
disparities in educational outcomes between diverse students is
also examined. The role of cultural competence is also
investigated. 12
Significance of the study:

This study holds a huge importance in addressing wide issues of

fairness and equity in the domain of assessments.
Our findings will provide educators, policymakers, and
assessment developers with understanding to design assessments
that are equal, inclusive and culturally sensitive. This will help to
reduce disparities in educational achievements, and job
opportunities. Ultimately, this research has the potential to
advance social justice by breaking down systemic biases and
creating new pathways to equal opportunities for individuals of
diverse cultural backgrounds.
13
Literature review

The relationship between culture and assessment has a

huge concern in various fields, including education,
healthcare, and the workplace. Cultural preferences in
assessments have the potential to significantly impact
the outcomes for individuals from diverse
backgrounds.

14
 Cultural assessment in education, health and workplace:

Health:
Find out how people think and feel about their health and health
problems
How serious is this problem for you? How Concerned are you?

Workplace:
Evaluate Its Online Presence and observe the Work Environment

Education:
Interview students, ask about word problems, present new
concepts by using student vocabulary, bring in guest speakers. 15
 Some impacts of culture and diversity on assessment:

1. Bias and Stereotyping:

Cultural biases and stereotypes can influence how assessors
perceive and evaluate individuals from different backgrounds. This
can lead to unfair assessments and inaccurate outcomes.

2. Language Proficiency:
Assessments often rely on language skills. If individuals are not
proficient in the assessment language due to cultural or linguistic
differences, it can affect their performance and outcomes .
16
 3. Test Validity and Cultural Bias:
Assessments designed without considering cultural differences may lack
validity for certain groups. It’s essential to assess whether a test accurately
measures what it intends to do across diverse populations.

4. Inclusivity and Representation:

Including diverse perspectives in the development of assessments can
improve their relevance and fairness. Ensuring that assessment materials are
culturally sensitive and inclusive can lead to more equitable outcomes.

5. Accommodations and Fairness:

Providing reasonable accommodations for individuals with disabilities or
those from different cultural backgrounds can level the playing field and
improve assessment fairness.
17
 6. Cross-Cultural Competence:
Assessors need to be culturally competent to understand
and interpret the behavior and responses of individuals
from diverse backgrounds accurately.

7. Diverse Perspectives:
Assessments benefit from a diversity of perspectives in
their design and evaluation. A diverse team can identify
and address biases and ensure that assessments are
culturally responsive.

18
• Comparison between assessment of Pakistani and European
education system

Assessment in Pakistani education system with

Cultural and diversified differences:

The Pakistani education system is diverse and influenced by

various cultural and regional differences. Assessment methods
vary across provinces and educational boards. Generally,
examinations, quizzes, and assignments are common assessment
tools. However, cultural diversity poses challenges in creating
standardized assessments that cater to different linguistic and
cultural backgrounds (Yousuf, 2018).
19
The presence of multiple education boards, such as Punjab, Sindh,
Khyber Pakhtunkhwa, and Baluchistan, adds complexity to the
assessment landscape (Rizvi, 2015). Each board has its own
examination system, leading to differences in evaluation criteria
and grading standards.
Furthermore, cultural norms and values influence teaching and
learning styles. The emphasis on rote memorization in some regions
contrasts with the preference for critical thinking and analytical
skills in others (Ahmed, 2016). This diversity highlights the need
for culturally sensitive assessment approaches.

20
In Pakistan, different provinces have their own education boards,
each with distinct methods of assessment.

Punjab:
• The Punjab Education Commission (PEC) conducts standardized
assessments, particularly at the primary and middle levels.
Examinations often include multiple-choice questions and short-
answer questions.
• Practical exams and projects are also incorporated in certain
subjects.

21
Sindh:
• Assessment methods include written examinations, with a focus on
theoretical knowledge. Continuous assessment through assignments
and projects is becoming more prevalent.

Khyber Pakhtunkhwa (KP):

• Assessment methods typically involve written exams, practical
exams (for science subjects), and viva voce components.

Baluchistan:
• Examinations include written tests and practical exams, with a
varying emphasis on different subjects based on the curriculum.
22
 Assessment in European education system with
cultural and diversified differences

Turkey:
Teachers often employ a variety of approaches, such as project-
based assessments, oral presentations, and written assignments, to
accommodate different learning styles and cultural perspectives.
Additionally, formative assessments, like class discussions and
group activities, allow students to express their understanding in
ways that resonate with their unique cultural experiences. It's
important for educators to be culturally responsive, fostering an
inclusive environment that values and respects the diversity
present in the classroom. 23
Russia:
Teachers may involve culturally relevant content in
assessments, utilize diverse examples in problem-solving tasks,
and encourage collaborative projects that draw on students'
varied backgrounds. (International Journal, January 2022).

Spain:
Teachers may incorporate culturally relevant content, promote
inclusive teaching practices, and use diverse examples in
assessments. Formative assessments, collaborative projects, and
interactive discussions are commonly employed to engage
students from various cultural backgrounds. (Panadero, 2018).
24
Data Analysis

• Cultural Bias in Assessment Tools:

Culturally biased assessments may not accurately measure
the knowledge and skills of individuals from different
cultural backgrounds (Hambleton & Zenisky, 2018).

• Diverse Learning Styles and Preferences:

Cultural diversity influences learning styles, and educators
need to consider these variations when designing
assessments (Gay, 2010).
25
• Language Proficiency and Assessment Accuracy:
Individuals with varying levels of language proficiency may face
challenges in demonstrating their true knowledge and skills in
assessments (Abedi, 2008). Language-sensitive assessment
approaches, such as accommodations or multilingual
assessments, can improve the accuracy of evaluations (Rivera &
Stansfield, 2019).

• Fairness and Equity:

Ensuring that assessment processes are perceived as fair
contributes to a positive and inclusive learning environment (Sue,
2006).
26
Conclusion:

The relationship between cultural contexts and assessment

outcomes, revealing the need for understanding of diverse
learners difficulties. It emphasizes that traditional assessment
may finish cultural biases, contribute towards disparities in
performance among individuals from different cultural
backgrounds. Language proficiency has emerged as a key factor
affecting the accuracy of assessments, indicating the importance
of language-sensitive approaches to ensure a more equitable
evaluation of knowledge and skills. This study emphasizes the
need for educators, policymakers, and assessment designers to
collaborate in implementing inclusive practices. 27
 References
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• Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English-
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• Punjab Education Commission (PEC): http://www.pec.edu.pk/
• Sindh Education and Literacy Department: http://sindheducation.gov.pk/
• Board of Intermediate and Secondary Education, KP: http://www.bisek.edu.pk/
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