Students’ conceptions about a fair assessment of their learning |
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| Institution: | 1. Autonomous University of Madrid, Faculty of Teacher Training and Education, Department of Didactics and Theory of Education, Office III-302, Tomas y Valiente Street, 3 Colmenar Road Km. 15, 28049 Madrid, Spain;2. Autonomous University of Madrid, Faculty of Teacher Training and Education, Department of Didactics and Theory of Education, Office II-102.2, Tomas y Valiente Street, 3 Colmenar Road Km. 15, 28049 Madrid, Spain;1. Sam Houston State University, United States;2. University of Johannesburg, South Africa;3. Indiana University, United States;1. Department of Psychology, University of Copenhagen, Denmark;2. Department of Psychology, University of Southern Denmark, Denmark;1. Department of Educational Studies, University of South Carolina, United States;2. Department of History, Philosophy, and Social Sciences, Pittsburg State University, United States;3. Center for Teaching Excellence, University of South Carolina, United States;4. Graduate School at Shenzhen, Tsinghua University, Shenzhen, China;1. Guangdong University of Foreign Studies, The University of Hong Kong, People’s Republic of China;2. The University of Auckland, New Zealand;1. The University of Auckland, New Zealand;2. Universitat de Barcelona, Spain |
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| Abstract: | The objective of this study is to know the conceptions of primary and secondary school students about what constitutes a fair assessment. To achieve this aim, a phenomenographic study was carried out with 32 students. In a broad sense, the results showed that there were two types of conceptions. On one hand, a conception of fair assessment related to equality, transparency, objectivity, and evaluation of class content; that is, an egalitarian conception of fair assessment. On the other hand, a conception associated with ideas such as adaptation, diversification of tests, and qualitative assessment, even taking into account students' effort and attitudes, which define a conception of fair assessment linked to equity. These conceptions are associated with the concepts of legal justice and social justice, respectively and they contrast with the nature of external evaluations currently carried out. |
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| Keywords: | Assessment Fairness Pupils’ conceptions of assessment Phenomenographic research |
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