Preservice Teachers' Conceptions of Fairness in Classroom Assessment: An Exploratory Factor Analysis

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Educator Orientations to Student Assessment (Table 5)

Abstract

Previous research has examined various components shaping teachers’ conceptions of classroom assessment. While prior assessment literature has identified fairness as a key quality of assessment theory and a concern for teachers’ assessment practice, a fairness theory is yet to be used to explicate teachers’ conceptions and potential practices of assessment. As an initial step, this study examined 228 preservice teachers’ conceptions of fairness in assessment using the Classroom Assessment Fairness Inventory. The results of exploratory factor analysis showed five factors underpinning teachers’ conceptions: (a) unfairness in feedback and exams, (b) cheating, (c) grading, (d) group work, and (e) fairness in feedback and exams. These findings will be of interest to teacher educators and classroom assessment researchers.

Authors

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

• Amir Rasooli, University of Alberta
  Presenting Author