Digital Module 33: Fairness in Classroom Assessment: Dimensions and Tensions

Abstract

AbstractPerceptions of fairness are fundamental in building cooperation and trust, undermining conflicts, and gaining legitimacy in teacher‐student relationships in classroom assessment. However, perceptions of unfairness in assessment can undermine students’ mental well‐being, increase antisocial behaviors, increase psychological disengagement with learning, and threaten the belief in a fair society, fundamental to engaging in civic responsibilities. Despite the crucial role of perceived fairness in assessment, there are widespread experiences of unfairness reported by students internationally. To undermine these widespread unfair experiences, limited explicit education on promoting fairness in assessment is being delivered in graduate, preservice, and in‐service training. However, it seems that explicit education is the first step in capacity building for reducing unfair perceptions and related undesirable outcomes. The purpose of this module is thus to share the findings drawn from theoretical and empirical research from various countries to provide a space for further critical reflection on best practices in enhancing fairness in classroom assessment contexts.