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Guidelines for reducing bias in nursing examinations

M L Klisch

    Nurse Educator
    |March 1, 1994
    PubMed
    Summary

    This study addresses diversity in nursing education by reducing bias in exams for English as a Second Language (ESL) students. It offers guidelines to ensure fair testing and equitable evaluation for all nursing candidates.

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    Area of Science:

    • Nursing Education
    • Educational Measurement

    Background:

    • Increasing student diversity in nursing programs necessitates equitable assessment methods.
    • English as a Second Language (ESL) and minority students require fair evaluation to promote retention.

    Purpose of the Study:

    • To define and illustrate test and item bias in nursing examinations.
    • To provide practical guidelines for reducing item bias in teacher-created nursing exams.
    • To discuss the accommodation of extended testing time for ESL nursing students.

    Main Methods:

    • Literature review on test bias and diversity in nursing education.
    • Analysis of biased item examples.
    • Development of guidelines for bias reduction in nursing examinations.

    Main Results:

    • Clear definitions and examples of test and item bias are provided.
    • Specific, actionable guidelines are presented for educators to decrease bias in nursing exams.
    • The complex issue of extended testing time for ESL students is explored.

    Conclusions:

    • Reducing item bias in nursing examinations is crucial for fair evaluation and supports diversity goals.
    • Educator awareness and application of bias reduction strategies can enhance assessment equity.
    • Further consideration of testing accommodations, such as extended time, is warranted for ESL students.

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