Fairness in assessment practices in online education: Iranian University English teachers’ perceptions

Berti, C., Molinari, L., & Speltini, G. (2010). Classroom justice and psychological engagement: Students’ and teachers’ representations. Social Psychology of Education, 13, 541–556. https://doi.org/10.1007/s11218-010-9128-9. Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22, 5–12. https://doi.org/10.1111/j.1745-3992.2003.tb00139.x. Brown, G. T., & Gao, L. (2015). Chinese teachers’ conceptions of assessment for and of learning: Six competing and complementary purposes. Cogent Education, 2(1), 993836. https://doi.org/10.1080/2331186X.2014.993836. Brown, G. T. L. (2003). Teachers’ conceptions of assessment. Doctoral dissertation. University of Auckland. Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education Principles Policy and Practice, 11(3), 301–318. https://doi.org/10.1080/0969594042000304609. Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged version 1, 2. Psychological Reports, 99(1), 166–170. https://doi.org/10.2466/pr0.99.1.166-170. Buttner, E. H. (2004). How do we “dis” students?: A model of (dis)respectful business instructor behavior. Journal of Management Education, 28, 319–334. https://doi.org/10.1177/1052562903252656. Camilli, G. (2006). Test fairness. In R. Brennan (Ed.), Educational measurement, (4th ed., pp. 221–256). American Council on Education and Praeger. Camilli, G. (2013). Ongoing issues in test fairness. Educational Research and Evaluation, 9, 104–120. https://doi.org/10.1080/13803611.2013.767602. Chory-Assad, R. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50, 58–77. https://doi.org/10.1080/01463370209385646. Chory-Assad, R., & Paulsel, M. L. (2004). Classroom justice: student aggression and resistance as reactions to perceived unfairness. Communication Education, 53, 253–273. https://doi.org/10.1080/0363452042000265189. Coll, C., & Remesal, A. (2009). Mathematics teachers’ conceptions about the functions of assessment in compulsory education. Journal for the Study of Education and Development, 32(3), 391–404. https://doi.org/10.1174/021037009788964187. Cresswell, J. W., & Poth, C. N. (2018). Qualitative inquiry & research design: Choosing among five approaches, (4th ed., ). SAGE publication. Duplaga, E. A., & Astani, M. (2010). An exploratory study of student perceptions of which classroom policies are fairest. Decision Sciences Journal of Innovative Education, 8, 9–33. https://doi.org/10.1111/j.1540-4609.2009.00241.x. Fan, X., Robert, L., & Johnson, L. (2020). A mixed method study of ethical issues in classroom assessment in Chinese higher education. Asia Pacific Education Review, 21(2), 183–195. https://doi.org/10.1007/s12564-019-09623-y. Gao, R., Liu, J., & Yin, B. (2021). An expanded ethical decision-making model to resolve ethical dilemmas in assessment. Studies in Educational Evaluation, 68, 100978. https://doi.org/10.1016/j.stueduc.2021.100978. García-Peñalvo, F. J., Corell, A., Abella-García, V., & Grande-de-Prado, M. (2021). Recommendations for mandatory online assessment in higher education during the COVID-19 pandemic. In Radical solutions for education in a crisis context, (pp. 85–98). Springer. Grace, C. C. (2017). Exploring the potential for and promise of incorporating distributive and procedural justices into post-secondary assessment of student learning. Teaching in Higher Education, 22, 304–317. https://doi.org/10.1080/13562517.2016.1248388. Green, S. K. (2009). Assessment is essential. McGraw-Hill Higher Education. Green, S. K., Johnson, R. L., Kim, D. H., & Pope, N. S. (2007). Ethics in classroom assessment practices: Issues and attitudes. Teaching and Teacher Education, 23(7), 999–1011. https://doi.org/10.1016/j.tate.2006.04.042. Greenberg, J. (2011). Organizational justice: The dynamics of fairness in the workplace. In S. Zedeck (Ed.), Handbook of industrial and organizational psychology, (vol. 3, pp. 271–327). APA Press. Hamid, M. O., Hardy, I., & Reyes, V. (2019). Test-takers’ perspectives on a global test of English: Questions of fairness, justice and validity. Language Testing Asia, 9(1), 1–20. https://doi.org/10.1186/s40468-019-0092-9. Holmgren, J., & Bolkan, S. (2014). Instructor responses to rhetorical dissent: Student perceptions of justice and classroom outcomes. Communication Education, 63, 17–40. https://doi.org/10.1080/03634523.2013.833644. Horan, S. M., Chory, R., & Goodboy, A. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, 59, 453–474. https://doi.org/10.1080/03634523.2010.487282. Ishak, Z., & Fin, L. (2013). Truants’ and teachers’ behaviors in the classroom. Procedia-Social and Behavioral Sciences, 103, 1228–1237. https://doi.org/10.1016/j.sbspro.2013.10.451. JCSEE (Joint Committee on Standards for Educational Evaluation) (2015). The classroom assessment standards for PreK-12 teachers. Kindle Direct Press. Kazemi, A. (2016). Examining the interplay of justice perceptions, motivation, and school achievement among secondary school students. Social Justice Research, 29, 103–118. https://doi.org/10.1007/s11211-016-0261-2. Kazemi, A., & Törnblom, K. (2008). Social psychology of justice: Origins, central issues, recent developments, and future directions. Nordic Psychology, 60, 209–234. https://doi.org/10.1027/1901-2276.60.3.209. Kerssen-Griep, J., & Witt, P. L. (2012). Instructional feedback II: How do instructor immediacy cues and facework tactics interact to predict student motivation and fairness perceptions? Communication Studies, 63(4), 498–517. https://doi.org/10.1080/10510974.2011.632660. Kundu, A., & Bej, T. (2021). Experiencing e-assessment during COVID-19: An analysis of Indian students’ perception. Higher Education Evaluation and Development, 15(2), 115–127. https://doi.org/10.1108/HEED-03-2021-0032 Leventhal, G. (1980). What should be done with equity theory? New approaches to the study of justice in social relationships. In K. Gergen, M. Greenberg, & R. Willis (Eds.), Social exchange: Advances in theory and research, (vol. 9, pp. 27–55). Plenum Press. Marshall, B., & Drummond, M. J. (2006). How teachers engage with assessment for learning: Lessons from the classroom. Research Papers in Education, 21(2), 133–149. https://doi.org/10.1080/02671520600615638. Mazzoli Smith, L., Todd, L., & Laing, K. (2018). Students’ views on fairness in education: The importance of relational justice and stakes fairness. Research Papers in Education, 33(3), 336–353. https://doi.org/10.1080/02671522.2017.1302500. Moustakas, C. (1994). Phenomenological research methods. SAGE publications. Murdock, T., Miller, A., & Goetzinger, A. (2007). Effects of classroom context on university students’ judgments about cheating: Mediating and moderating processes. Social Psychology of Education, 10, 141–169. https://doi.org/10.1007/s11218-007-9015-1. Murillo, F. J., & Hidalgo, N. (2017). Students’ conceptions about a fair assessment of their learning. Studies in Educational Evaluation, 53, 10–16. https://doi.org/10.1016/j.stueduc.2017.01.001. Murillo, F. J., & Hidalgo, N. (2020). Fair student assessment: A phenomenographic study on teachers’ conceptions. Studies in Educational Evaluation, 65, 100860. https://doi.org/10.1016/j.stueduc.2020.100860. Nisbet, I. (2019). Fairness takes centre stage. Assessment in Education Principles Policy and Practice, 26(1), 111–117. https://doi.org/10.1080/0969594X.2017.1358151. Oppenheimer, R. (1989). Fairness in the classroom: An empirical extension of the notion of organizational justice. Developments in Business Simulation and Experiential Learning, 16https://journals.tdl.org/absel/index.php/absel/article/view/1867. Paulsel, M. L., Chory-Assad, R. M., & Dunleavy, K. N. (2005). The relationship between student perceptions of instructor power and classroom justice. Communication Research Reports, 22(3), 207–215. https://doi.org/10.1080/00036810500207030. Pepper, M., & Pathak, S. (2008). Classroom contribution: What do students perceive as fair assessment? Journal of Education for Business, 360–368. https://doi.org/10.3200/JOEB.83.6.360-368. Picón-Jácome, É. (2013). La rúbrica y la justicia en la evaluación. [The Role of Rubrics in Fair Assessment Practices]. Íkala, Revista de Lenguaje y Cultura, 18(3), 79–94. Rasooli, A., DeLuca, C., Rasegh, A., & Fathi, S. (2019). Students’ critical incidents of fairness in classroom assessment: An empirical study. Social Psychology of Education, 22(3), 701–722. https://doi.org/10.1007/s11218-019-09491-9. Rasooli, A., Zandi, H., & DeLuca, C. (2018). Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation, 56, 164–181. https://doi.org/10.1016/j.stueduc.2017.12.008. Rasooli, A., Zandi, H., & DeLuca, C. (2019). Conceptualising fairness in classroom assessment: Exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice, 26(5), 584–611. https://doi.org/10.1080/0969594X.2019.1593105. Resh, N., & Sabbagh, C. (2016). Justice and education. In C. Sabbagh, & M. Schmitt (Eds.), Handbook of social justice theory and research, (pp. 349–367). Springer. Rezai, A., Alibakhshi, G., Farokhipour, S., & Miri, M. (2021). A phenomenographic study on language assessment literacy: Hearing from Iranian university teachers. Language Testing Asia, 11, 1–25. https://doi.org/10.1186/s40468-021-00142-5. Rezai, A., Namaziandost, E., Miri, M., & Kumar, T. (2022). Demographic biases and assessment fairness in classroom: Insights from Iranian university teachers. Language Testing in Asia, 12(1), 1–20. https://doi.org/10.1186/s40468-022-00157-6. Riazi, A. M. (2016). The Routledge encyclopedia of research methods in applied linguistics. Routledge. Robbins, T. L., & Jeffords, B. C. (2009). Practising what we preach: Justice and ethical instruction in management education. Ethics and Education, 4, 93–102. https://doi.org/10.1080/17449640902861562. Rodabaugh, R. C. (1994). College students’ perceptions of unfairness in the classroom. http://digitalcommons.unl.edu/podimproveacad/319. Sa’di, R. A., Abdelraziq, A., & Sharadgah, T. A. (2021). E-Assessment at Jordan’s universities in the time of the COVID-19 lockdown: Challenges and solutions. Arab World English Journal, (1), 37–54. https://doi.org/10.24093/awej/covid.3. Schmidt, T. A., Houston, M. B., Bettencourt, L. A., & Boughton, P. D. (2003). The impact of voice and justification on students’ perceptions of professors’ fairness. Journal of Marketing Education, 25(2), 177–186. https://doi.org/10.1177/0273475303254024. St-Onge, C., Ouellet, K., Lakhal, S., Dubé, T., & Marceau, M. (2021). COVID-19 as the tipping point for integrating e-assessment in higher education practices. British Journal of Educational Technology. https://doi.org/10.1111/bjet.13169. Tata, J. (2005). The influence of national culture on the perceived fairness of grading procedures: A comparison of the United States and China. The Journal of Psychology, 139(5), 401–412. https://doi.org/10.3200/JRLP.139.5.401-412. Tierney, R. D. (2014). Fairness as a multifaceted quality in classroom assessment. Studies in Educational Evaluation, 43, 55–69. https://doi.org/10.1016/j.stueduc.2013.12.003. Tierney, R. D. (2016). Fairness in educational assessment. In M. A. Peters (Ed.), Encyclopedia of educational philosophy and theory, (pp. 1–6). Singapore: Springer Science. https://doi.org/10.1007/978-981-287-532-7_400-1. Tierney, R. D., Simon, M., & Charland, J. (2011). Being fair: Teachers’ interpretations of principles for standards-based grading. The Educational Forum, 75(3), 210–227. https://doi.org/10.1080/00131725.2011.577669. Van den Berg, B. (2002). Teachers’ meanings regarding educational practice. Review of Educational Research, 72, 577–625. https://doi.org/10.3102/00346543072004577. Whalen, D. J., & Koernig, S. K. (2009). Maintaining fairness when a student goes afoul of classroom rules: A procedural justice model. Marketing Education Review, 19, 27–33. https://doi.org/10.1080/10528008.2009.11489071. Worrell, F. (2016). Commentary on perspectives in fair assessment. In N. J. Dorans, L. Linda, & L. L. Cook (Eds.), Fairness in educational assessment and measurement, (pp. 283–294). Routledge.