Psychometric Properties of Self-Report Instruments Measuring Students' Perception of Fairness Through Social Psychology of Justice: A Systematic Review

• In Event: 77.015 - Canadian Educational Researchers' Association

Abstract

Classroom assessment (CA) research has begun conceptualizing and empirically researching fairness through social psychology of justice (Authors, 2018; Tierney, 2014). Social psychology of justice refers to students’ perception of the fairness of outcome distributions, the procedures for outcome distributions, the interpersonal relationships, and the communication procedures. To contribute to conceptualizing CA fairness through this theory, this study systematically reviewed the psychometric evidence of self-report instruments that were developed based on social psychology of justice to evaluate their adequacy and appropriateness for use to measure students’ perception of fairness in CA contexts. Accordingly, this study systematically identified 22 studies that developed self-report instruments for students’ perception of fairness through this theory. The psychometric evidence of these 22 instruments were then analyzed against five criteria of content validity, construct validity, criterion validity, internal reliability, and reproducibility. The findings showed weak support for the psychometric evidence of these instruments in relation to the five criteria. The results of this study highlight the need to develop a psychometrically sound instrument to provide robust empirical evidence for measurement of students’ perception of fairness through social psychology of justice within CA research.

Author

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