Fairness is one of the most important quality criteria of assessments and a necessary condition for valid test score interpretations. In this paper, we describe findings related to an assessment of N = 7664 beginning business and economics students at 46 universities across Germany using a domain-specific higher education entry test. From the perspective of test fairness as defined by the internationally established validation standards outlined by AERA et al. (Standards for Educational and Psychological Testing, AERA, Washington, DC, 2014), we identify which students had particular difficulty completing the test, taking into account gender- and language-related influence factors in the assessment of their test performance. Our results highlight the particular challenges in admissions testing in higher education. One of these challenges is finding a suitable way to address the disadvantages experienced by various groups of students to guarantee fairness and ethical integrity when developing and administering tests. Current migration developments and the overall internationalization of higher education have led to an increasing heterogeneity of student bodies. These challenges are therefore of particular relevance for education policy and practice when it comes to ensuring fairness when assessing learning outcomes for all student groups. This also applies in the context of commonly used standardized assessments and established examination practices in higher education.

中文翻译：

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评估高等教育学习成果的伦理与公平

公平性是评估最重要的质量标准之一，也是有效解释考试成绩的必要条件。在本文中，我们描述了与使用特定领域的高等教育入学测试对德国 46 所大学的 N = 7664 名初学商业和经济学学生进行评估相关的发现。从 AERA 等人概述的国际公认验证标准所定义的测试公平性的角度来看。（教育和心理测试标准，AERA，华盛顿特区，2014 年），我们确定哪些学生在完成测试时特别困难，并在评估他们的测试表现时考虑了与性别和语言相关的影响因素。我们的结果突出了高等教育招生考试中的特殊挑战。这些挑战之一是找到一种合适的方法来解决不同学生群体所经历的劣势，以保证在开发和管理测试时的公平性和道德诚信。当前的移民发展和高等教育的整体国际化导致学生群体的异质性日益增加。因此，在评估所有学生群体的学习成果时，要确保公平，这些挑战与教育政策和实践尤其相关。这也适用于高等教育中常用的标准化评估和既定的考试实践。当前的移民发展和高等教育的整体国际化导致学生群体的异质性日益增加。因此，在评估所有学生群体的学习成果时，要确保公平，这些挑战与教育政策和实践尤其相关。这也适用于高等教育中常用的标准化评估和既定的考试实践。当前的移民发展和高等教育的整体国际化导致学生群体的异质性日益增加。因此，在评估所有学生群体的学习成果时，要确保公平，这些挑战与教育政策和实践尤其相关。这也适用于高等教育中常用的标准化评估和既定的考试实践。