Bias in assessment: name, reframe, and check in

Area of Science:

• Medical Education
• Educational Psychology
• Sociology of Education

Background:

• Cognitive bias significantly influences learner assessments in medical education.
• Assessment bias can negatively impact a learner's academic progression, career trajectory, and self-esteem.
• Existing strategies to overcome bias in assessments have proven largely ineffective.

Purpose of the Study:

• To introduce an evidence-based, three-step solution for addressing cognitive bias in medical learner assessments.
• To provide a practical framework for educators to acknowledge and manage inherent biases.
• To foster a paradigm shift in how bias is addressed within assessment practices.

Main Methods:

• The proposed solution involves three key steps: (1) Name: acknowledging inherent bias.
• (2) Reframe: adjusting assessment language to highlight assessor subjectivity.
• (3) Check-in: facilitating learner understanding and communication.

Main Results:

• This Name, Reframe, Check-in process is grounded in extensive educational, sociological, and psychological research.
• It offers a structured method to begin addressing the pervasive issue of cognitive bias.
• The approach aims to create more equitable assessment environments.

Conclusions:

• The three-step Name, Reframe, Check-in process provides a foundational strategy for managing cognitive bias in medical education assessments.
• Implementing this process can lead to fairer evaluations and support learner development.
• This represents a crucial initial step toward a necessary transformation in assessment methodologies.