New forms of assessment, such as portfolios or extended projects, may create new sources of bias. To ensure the equality of resources, additional materials may have to be provided at school or in the community so that all students can do the projects to the best of their ability. Another source of potential bias lies in assessment activities that rely heavily on students' ability to use the English language to communicate mathematical knowledge. This bias can be addressed through additional activities that allow alternative forms of communication. A third source of bias may derive from the forms of scoring used in many assessment activities.
Complex tasks require considerable judgment by the scorers.
Bias in that judgment is addressed through suitable training and scoring procedures. Involving individuals with relevant expertise not only helps guard against biased scores but also contributes to equity and openness by offering diverse perspectives. Inferences about mathematics learning have various consequences. Regardless of the consequences, the validity of each inference must be established. The amount and type of evidence that is needed, however, depends on the consequences of the inference.