Teachers' Conceptions of Fairness in Classroom Assessment: An Empirical Study

Autor/inn/en	Rasooli, Amirhossein; Rasegh, Abdollah; Zandi, Hamed; Firoozi, Tahereh
Titel	Teachers' Conceptions of Fairness in Classroom Assessment: An Empirical Study
Quelle	In: Journal of Teacher Education, 74 (2023) 3, S.260-273 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rasooli, Amirhossein)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4871
DOI	10.1177/00224871221130742
Schlagwörter	Teacher Attitudes; High School Teachers; Student Evaluation; Foreign Countries; Equal Education; Educational Philosophy; Caring; Evaluation Methods; Iran + Suchen Sie Ihr Suchwort? Lehrerverhalten; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Schulnote; Studentische Bewertung; Ausland; Bildungsphilosophie; Erziehungsphilosophie; Care; Pflege; Sorge; Betreuung
Abstract	With heightened equity pursuits in 21st century schools and the key role of assessment in teachers' concerns with educational equity, scholars have recently attempted to empirically investigate teachers' conceptions of fairness in classroom assessment. This study contributes to this growing literature and draws on interview data from 27 experienced high school teachers to further appreciate the factors that propel teachers' fairness conceptions. The results indicate that the teachers' conceptions of fairness in classroom assessment were influenced by three themes: (a) "individual mechanisms," (b) "social mechanisms," and (c) "dialectical relationships between individual and social mechanisms." These themes underscored how teachers' individual philosophies and experiences interacted with their encounters with social conditions of society, schools, and classrooms to influence their conceptions and articulated practices of fairness in classroom assessments. The results contribute to provoke conversations around assessment fairness education during pre- and in-service programs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01