Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment

Fair assessment in the classroom is a concern from student, teacher, principal and public perspectives. Standards and policies also underscore fairness as a key underpinning for assessments. Perceptions of fairness impact students' socio-emotional and learning outcomes, and build confidence, tr...

Full description

Saved in:
Bibliographic Details
Published inAssessment in education : principles, policy & practice Vol. 30; no. 5-6; pp. 372 - 395
Main Authors Rasooli, Amirhossein, DeLuca, Christopher, Cheng, Liying, Mousavi, Amin
Format Journal Article
LanguageEnglish
Published Abingdon Routledge 02.11.2023
Taylor & Francis Ltd
Subjects
assessment
classroom
Educational evaluation
Educational tests & measurements
Fairness
inventory
Learning
Legitimacy
perceptions
students
Undergraduate students
Online AccessGet full text

Cover

More Information
Summary:Fair assessment in the classroom is a concern from student, teacher, principal and public perspectives. Standards and policies also underscore fairness as a key underpinning for assessments. Perceptions of fairness impact students' socio-emotional and learning outcomes, and build confidence, trust and legitimacy for the assessment outcomes. However, a direct inquiry into students' perceptions of what a fair assessment means has received scant attention. Without appreciating students' perceptions, we lack insights into how students' perceptions of fairness impact their responses to assessment outcomes for learning and grading purposes. Therefore, this study leveraged the Classroom Assessment Fairness Inventory to investigate first-year undergraduate students' perceptions of fairness about their secondary school experiences in Ontario, Canada. The results present initial validity evidence for the inventory to support a fairness theory and practice in classroom assessment contexts.
ISSN:0969-594X
1465-329X
DOI:10.1080/0969594X.2023.2255936