Preservice Teacher Conceptions of Assessment Fairness

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Examining Teachers' Conceptions of Assessment Design and Use (Table 3)

Abstract

This study took an initial step to qualitatively explore 289 preservice teachers’ conceptions of fairness in assessment using an open-ended survey design. The results showed that preservice teachers conceived of fairness in assessment as constituting (1) differentiation, (2) standardization, (3) tensions in conceptions of fairness, (4) procedural and interactional aspects of fairness, (5) the socio-emotional environment, (6) consequences of (un)fair treatment, and (7) learned fairness. Given the noted influence of teachers’ conceptions on their practices and the influence of fair practices on student outcomes, the results sketch out key conceptions of fairness in assessment that can be leveraged to educate pre- and in-service teachers about issues of fairness in classroom assessment.

Authors

• Michael Holden, Queen's University - Kingston
  Presenting Author

• Amir Rasooli, University of Alberta
  Presenting Author