Students' Critical Incidences of Fairness in Classroom Assessment: An Empirical Study

• In Event: 25.082 - Fairmont Royal York Roundtable Session Three
  In Roundtable Session: 25.082-3 - Classroom Assessment Theory and Practice

Abstract

Conceptualizing fairness through social psychology theory has recently been called for in classroom assessment (CA) literature. This study used two open-ended questionnaires to explore 502 Iranian students’ critical incidences of fairness and unfairness in the CA context. The findings showed that students’ perceptions of CA fairness were comprised of distributive, procedural, and interactional justice principles. Collectively, students considered the distribution of outcomes, the procedures for outcome distributions, the interpersonal relationships, and the communication procedures in their fairness conceptualizations. Building on these empirical findings, a more comprehensive conceptualization of fairness in CA contexts is proposed.

Author

• Amir H. Rasooli, Queen's University - Kingston