Proceedings of the International Group for the Psychology of Mathematics Education · Volume 1
Hajin Park, Wee Tiong Seah
The University of Melbourne
⬇ Download PDFThis study challenges the assumption that cultural bias in assessment can be eliminated through awareness and design. Through interviews with five educators of pre-service teachers of subjects such as mathematics, this paper demonstrates that bias is a reality to be managed rather than eliminated. Findings reveal that: (1) online environments facilitate more consistent cultural integration through systematic planning than face-to-face adjustments; (2) unlimited cultural integration undermines assessment consistency; and (3) technology amplifies cultural advantages in unpredictable ways. This paper proposes a framework for systematic bias management by transparently distributing advantages across assessment sequences, making cultural assumptions explicit, and involving cultural representatives in evaluation design.
culturally responsive assessmentsystematic bias managementhigher educationonline learningmathematics education