Classroom Assessment Fairness Inventory: A New Instrument to Support Fairness and Equity in Classroom Assessment

• In Event: Classroom Assessment: Exploring Fairness and Equity

Abstract

With an increasing emphasis on equity in the assessment contexts, research that aims to conceptualize and empirically measure fairness in classroom assessment is increasing. Given the nascent focus on fairness in classroom assessment and a shortage of measurement instruments, the assessment field has yet to fully conceptualize and measure the multidimensionality and complexity of fairness in classroom assessment. To contribute to addressing this gap, this study constructed the Classroom Assessment Fairness Inventory and evaluated its logical and empirical validity using evidence from expert panel and pilot testing reviews, confirmatory factor analysis, and relationship to Personal Belief-in-a-Just World. Overall, the results provided initial validity evidence for the inventory to further develop fairness theory and support fairness practice in classroom assessment contexts.

Author

• Amir Rasooli, University of Alberta