Fairness-Aware Reinforcement Learning for Personalized Educational Assessment: Counterfactual Policy Regularization under Measurement Bias
Keywords:
adaptive assessment, reinforcement learning, algorithmic fairness, computerized adaptive testing, counterfactual consistency, educational measurementAbstract
Personalized educational assessment can reduce test burden by adapting item selection to a learner’s evolving knowledge state, but a policy that optimizes efficiency alone may convert measurement bias into systematic differences in question difficulty and test length across demographic groups. This paper formulates adaptive assessment as a constrained sequential decision problem and introduces CF-Q, a lightweight fairness-aware reinforcement-learning method that combines (i) group-wise calibration of a biased initial ability proxy, (ii) counterfactual Q-consistency that couples value estimates under protected-attribute swaps, and (iii) a dual variable that penalizes residual action disparity. The method is evaluated in a controlled three-skill item-response simulation designed to isolate algorithmic behavior under a protected-group measurement barrier. Across three independent seeds and 2,700 held-out simulated learners, CF-Q reduced the conditional difficulty-exposure gap from 0.267 to 0.073 (72.8%) relative to efficiency-only Q-learning, while maintaining similar ability-estimation error (RMSE 0.413 versus 0.407). It also reduced the conditional test-length gap from 0.467 to 0.227. The results show that fairness constraints can be integrated directly into the adaptive policy rather than applied only as a post-hoc audit, yielding a transparent accuracy–efficiency–fairness trade-off suitable for educational assessment research.
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