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Linguistic bias in multiple-choice test questions.
1Minnesota State University, Mankato School of Nursing, Mankato, Minnesota, USA. sslampe@avvidonline.net
Creative Nursing
|May 22, 2010
Summary
Nurse educators can improve the success of nonnative English-speaking students by minimizing linguistic bias in multiple-choice exams. Addressing language barriers enhances diversity in the nursing profession.
Area of Science:
- Nursing Education
- Linguistics
- Educational Assessment
Background:
- Increasing number of nonnative English speakers in nursing programs.
- Cultural diversity is valuable in the nursing profession.
- Potential for linguistic bias in educational assessments.
Purpose of the Study:
- To explore methods for minimizing linguistic bias in multiple-choice exam questions.
- To enhance the academic success of nonnative English-speaking nursing students.
- To support nurse educators in creating inclusive assessments.
Main Methods:
- Analysis of multiple-choice question (MCQ) item characteristics.
- Identification of linguistic features contributing to bias.
- Development of guidelines for bias reduction in MCQs.
Main Results:
- Specific linguistic features (e.g., complex sentence structures, idiomatic expressions) were identified as potential sources of bias.
- Strategies for revising questions to reduce linguistic complexity were proposed.
- Nurse educators' awareness of linguistic bias can be improved.
Conclusions:
- Minimizing linguistic bias in multiple-choice questions is crucial for equitable assessment of nonnative English speakers.
- Educator training on linguistic bias can improve test fairness and student outcomes.
- Inclusive assessment practices support diversity in nursing education.
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