Office of Undergraduate Medical Education, Cummings School of Medicine, University of Calgary , Calgary , Alberta , Canada.
Med Teach. 2019 Nov;41(11):1315-1318. doi: 10.1080/0142159X.2019.1638503. Epub 2019 Jul 22.
To describe potential sources of bias during an academic assessment reappraisal and ways to mitigate these. We describe why the typical scenario of an academic assessment reappraisal - where committee members are asked to weigh contrasting accounts of past events that they did not witness, and to rate elusive constructs, such as "fairness" - is prone to multiple types of bias, including , and . We also discuss how increased awareness of sources of bias and of debiasing strategies can improve the validity of decision making. Strategies that can reduce bias in reappraisal include clearly articulating and focusing on the reappraisal question (), educating those involved in the reappraisal of the types of bias that frequently occur in teaching and assessment (including biases that they themselves may introduce to the reappraisal), and ensuring that those involved in the reappraisal contribute equally to making decisions and recommendation. All academic assessments of students, particularly those that involve subjective ratings of performance, are prone to bias, which threatens the integrity of the assessment process. Given the high stakes of academic assessments, we feel that each medical school should have a process for assessment reappraisal that reduces, rather than compounds, the likelihood of wrong assessment decisions.
描述学术评估重审过程中的潜在偏见来源和减轻这些偏见的方法。我们描述了为什么学术评估重审的典型情况——委员会成员被要求权衡他们没有目睹的过去事件的对比描述，并对难以捉摸的构念进行评分，如“公平”——容易受到多种类型的偏见的影响，包括 、 和 。我们还讨论了增加对偏见来源的认识和去偏策略如何提高决策的有效性。可以减少重审偏见的策略包括清晰地阐明和关注重审问题（）、教育参与重审的人员教学和评估中经常出现的偏见类型（包括他们自己可能引入重审的偏见），并确保参与重审的人员平等地为决策和建议做出贡献。所有对学生的学术评估，特别是那些涉及对表现进行主观评分的评估，都容易受到偏见的影响，这威胁到评估过程的完整性。鉴于学术评估的高风险，我们认为每所医学院校都应该有一个评估重审的流程，以降低而不是增加错误评估决策的可能性。
