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      <title>Instrument Bias Breakdown by Amy Noggle</title>
      <link>https://padlet.com/amyknoggle/3rt0k0vof500sg5j</link>
      <description>My example is one of &#39;administration bias&#39; but you can follow suit using my example to explain the 5 types of instrument bias as listed on p.80.</description>
      <language>en-us</language>
      <pubDate>2023-09-14 13:28:18 UTC</pubDate>
      <lastBuildDate>2023-09-14 22:11:18 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>Example: &#39;Administrator Bias&#39;</title>
         <author>amyknoggle</author>
         <link>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704237046</link>
         <description><![CDATA[<div>Name: Dr. Noggle<br><br>Occurs when the professional either:<br>1. Veers away from traditional verbal instructions as set forth in the testing protocol;<br>2. Coaches (usually unknowingly) the student by offering prompts or even subtle nonverals to tell the student that their answer is correct/incorrect;<br>3. Infuses unnecessary directions within the scope of the testing session that conflict with student beliefs (e.g. 'Look at me when I'm giving you the instructions'). </div>]]></description>
         <enclosure url="" />
         <pubDate>2023-09-14 13:43:24 UTC</pubDate>
         <guid>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704237046</guid>
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      <item>
         <title>Experiential - Maura , Rebecca, Sammy</title>
         <author></author>
         <link>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704867121</link>
         <description><![CDATA[<div>1. A student who recently emigrated from the Caribbean may never have experienced winter, snow, or a snow-related school cancellation, and may therefore be thrown off by an essay question asking him or her to describe a snow-day experience.&nbsp;<br>They have no reference to snow.<br>2. Talking about planting flower bulbs.&nbsp; The student didn't know what this was and thought they were talking about a light bulb.&nbsp;<br>3. It is an issue because a student who isn't aware of something in the dominant culture won't be able to show their true skill or ability when asked a question about it.</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-09-14 21:48:51 UTC</pubDate>
         <guid>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704867121</guid>
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      <item>
         <title>Testing Format/Gender</title>
         <author></author>
         <link>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704867603</link>
         <description><![CDATA[<div>Names: Melissa, Emily H., Emily M.<br>1. Certain test formats may have an inherent bias towards some groups of students at the expense of others. Evidence suggests that timed, multiple choice tests may favor certain styles of thinking more characteristic of males than females.&nbsp;<br>2. An example: such as willingness to guess a right answer or answering questions that use more black and white logic vs nuanced logic.</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-09-14 21:49:42 UTC</pubDate>
         <guid>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704867603</guid>
      </item>
      <item>
         <title>&#39;Demographic/Cultural Representation&#39; -Randy, Fauzia, Mari, Caitlin</title>
         <author></author>
         <link>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704869748</link>
         <description><![CDATA[<div>1. Demographic is a factor when:<br>-Standardized testing is not equitable for all students<br>-Having a financial cost to take an exam/or obtain information for a class&nbsp;<br>-Resources and access to resources&nbsp;<br>-Ebonics and different cultures together<br>-Socio-economic status<br>2. Cultural Representation<br>-Students from different culture are not familiar with dominant culture/do not see themselves in the curriculum<br>-Any change to language may be "corruption"<br>-Participation may be a different forms of expression </div>]]></description>
         <enclosure url="" />
         <pubDate>2023-09-14 21:53:12 UTC</pubDate>
         <guid>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704869748</guid>
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         <title>2. Norming Process-Ashley, Miles, Sean, Mollie</title>
         <author></author>
         <link>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704869822</link>
         <description><![CDATA[<div>-Includes representative samples of all the tested subgroups<br>-Flexible for students with different needs<br>-compare and rank test takers in relation to one another<br>-must include linguistic, cultural, and socioeconomic diverse students in the initial comparison group<br>-keep own bias out in order to avoid incorrectly testing Black students<br>-timed multiple-choice tests favor male students over female students<br>-Norming process is creating a test that allows us to compare different groups in relation to one another</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-09-14 21:53:18 UTC</pubDate>
         <guid>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704869822</guid>
      </item>
      <item>
         <title>Language Choice - Karen, Donna, Claritza</title>
         <author></author>
         <link>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704871686</link>
         <description><![CDATA[<div>The choice to test in English can present a bias for students whose native language is dominant and who are not yet proficient in understanding idioms as expressions used in the English language. Compare apples to oranges<br>Let's call it a day<br>Break a leg<br>A blessing in disguise<br>Actions speak louder than words<br><br>In addition to idioms, similes and metaphors - such as quiet as a mouse, catch a bubble,&nbsp;</div>]]></description>
         <enclosure url="" />
         <pubDate>2023-09-14 21:56:30 UTC</pubDate>
         <guid>https://padlet.com/amyknoggle/3rt0k0vof500sg5j/wish/2704871686</guid>
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