Author(s): Bahaudin G Mujtaba

Abstract: Performance assessment and relevancy are required academic essentials for accountability to various stakeholders and for continuous improvement in each course based on the stated learning outcomes. Assessment also allows professors to eliminate the existence of disparate impact in the achievement of learning outcomes by making assignments relevant to the needs of neurodiverse students as per their leaning styles, gender, and career goals. This is equivalent to the workplace since ensuring there are no discriminatory outcomes can keep an organization away from damaging and costly lawsuits. This study investigates the impact of assignments and exam among “managing human resources” graduate students based on gender. To assess for any adverse impact in pass rates, a quantitative analysis of exam scores from 478 students revealed no disparate impact between male and female students, indicating that the course materials and assignments were relevant for all. However, the study found a statistically significant difference in the performance between the exam scores and total course achievements. This paper provides a step-by-step process for educators and managers to assess test outcomes to make sure there is no unintentional discrimination based on gender. The study's analysis process and results have important implications for educators, legal experts, and organizational managers as it highlights the need for everyone to prioritize assessing test outcomes for adverse impact based on protected categories. By doing so, academic institutions can provide a positive and supportive learning environment for their entire student body, and organizational leaders can deliver a healthy workplace for all. Suggestions and recommendations are provided.

DOI: 10.22271/2790-0673.2025.v5.i1b.166

Pages: 89-97 | Views: 439 | Downloads: 140

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