Assessment May Not Always be Equal, But it Can be Equitable, Equal means that strategies, processes, and resources are evenhanded and equivalent. The answer is simple, although its execution is not. The Sun (2008) Definition of 'assessment' assessment (sesmnt ) variable noun Thegoverning body of the Institute is the IBE Council, composed of 12 representatives from Member States designated by UNESCOs General Conference, for four year office terms. Google Scholar. Apple, M. W. (1989). Learn more about how we achieve validity >. Lenzi, M., Vieno, A., De Vogli, R., Santinello, M., Ottova, V., Baka, T., & De Matos, M. G. (2013). New York: Norton. 133146). Bempechat, J., Ronfard, S., Li, J., Mirny, A., & Holloway, S. D. (2013). As instructors, it is important to consider this question, and to make sure that we follow some basic principles to ensure that any assessments we administer are fair and equitable to students. Is that a fair assessment? In this second value paradigm, our equity-based values lead us to be concerned about the consequence of restricting access to the opportunity for earning a college degree. Underneath all of these takes, of various temperatures, lies a basic question:is this fair? Assessment in Education, 12(3), 275287. Assessment Reform Group (ARG). Gordon, M. E., & Fay, C. H. (2010). A systems approach to conduct an effective literature review in support of information systems research. The cookie is used to store the user consent for the cookies in the category "Other. Ryan, A. M. (2008). your institution, https://doi.org/10.1080/13562517.2013.860110. SAGE Handbook of Research on Classroom Assessment (pp. There has also been discussion about holding the exams a little later to allow more time for preparation. Finally, three examples of approaches to ensure fairness are given. The Sun (2012) It will be a few decades before we know if this is a fair assessment. Assessments exist because they allow students to demonstrate their abilities. Linn, R. L., Baker, E., & Dunbar, S. (1991). Faculty of Education Mt Gravatt Campus, Griffith University, 176 Messines Ridge Road, QLD 4122, Mt Gravatt, Australia, Prof. Claire Wyatt-Smith&Prof. J. Joy Cumming&. International Review of Industrial and Organizational Psychology, 12, 317372. Secada, W. G. (1989). This model has a process view of fairness in classroom assessment; thus, the violation of the assessment indicators in each of the stages of "gathering", "using" and "interpreting", in addition to reducing the perception of fairness of one of the seven themes, affects the fair classroom assessment. Gauge learning over time: Whether it be a pretest, homework, or summative assessment, be sure students recognize how the learning outcomes align with the learning intentions. Such careful analysis is only possible through the application of multiple perspectives drawn from different disciplines and Isabel Nisbet and Stuart Shaws September 2020 bookIs Assessment Fair? Including a clear written policy in the course syllabus, having a conversation about the expectations of the assessment, and being available to answer questions, can be very helpful to both the students and the instructor. Gopalakrishnan, S., & Ganeshkumar, P. (2013). Educational Researcher, 20(8), 1521. PubMedGoogle Scholar. Assessment & Evaluation in Higher Education, 30(4), 325341. A valid exam measures the specific areas of knowledge and ability that it wants to test and nothing else. Flores, M. A., Veiga Simo, A. M., Barros, A., & Pereira, D. (2015). Given the role that values play in determining what is fair, I have recently wondered if fairness is even a useful goal for assessment? Journal of Behavioral Decision Making, 16(5), 375395. DeLuca, C. (2012). The approach initially taken in all the countries of theUK, involving grades calculated using statistical information, was howled down as unfair and the jury is out on whether the action eventually taken awarding centre assessed grades (CAGs) was any fairer. But we hope that our book will help toprovidea language for the debate that is needed to understand and evaluate assessment issues relating to fairness. If a college degree increases ones access to a successful life, we might argue that restricting that access, no matter how well intentioned, presents an unfair barrier to equal opportunity for some individuals and groups, and we become professionally, morally, ethically, and legally concerned about the effects of disparate impact. (2003). These cookies will be stored in your browser only with your consent. Fair assessment should be seen as a connected concept, applying societal concepts to assessment events in time and in a context. Educational assessment: Expanded expectations and challenges. School of Education Gipps, C. (1994). Assessment in Education: Principles, Policy & Practice, 21(1), 5270. It does not store any personal data. showcases much of what a finely-balanced academic book can offer at its best:a broad synthesis of perspectivesmarryingcogent conceptual argumentswith the nitty gritty of real-world application, a summation of contemporary debate that both reflectscurrent discourse while also indicating possiblefuturedirections wherefocuscould,and should,be appliedand a timely contextual commentary that allows readersto apply robust ideas to issues that are fundamental to education. The student evaluation standards. Gardner, J., & Cowan, P. (2005). Sociocultural aspects of assessment. Consider ways to reduce reliance on test scores while increasing the importance of students explaining their learning and showing their self-corrections when an assessment is returned. Another form of relational fairness is the expectation that the standards used for marking exams will remain stable over time. Tizard, B., Blatchford, P., Burke, J., Farquhar, C., & Plewis, I. The discrimination is fair if it is based on relevant considerations and unfair if it is based on something else, such as the candidates race or gender. Educational Testing Service (ETS). Google Scholar. American Psychologist, 18, 519521. your institution. volume32,pages 91109 (2023)Cite this article. Assessment Matters, 8, 7693. Polish Journal of Applied Psychology, 14(1), 4966. Thousand Oaks, CA: SAGE. Research-for-Learning, 306 South 15th Street, San Jose, CA, 95112, USA, You can also search for this author in Cropanzano, R., & Greenberg, J. An exploratory study of student perceptions of instructor fairness. We discussed Elizabeth Anderson's account of 'adequacy' as a fair educational standard to be applied to all. Times, Sunday Times (2008) Can teachers be relied upon to give a fair assessment of their pupils ' abilities? Testing times: The uses and abuses of assessment. Here are two to three useful things I have learned (these could be facts, processes, or self-awareness):6. These differences become pronounced if a terminal exam is the only source of evidence for the assessment. Caroline Gipps . Assessment: Some historical perspectives. London & New York: Routledge. Correspondence to Robin D. Tierney . Necessary cookies are absolutely essential for the website to function properly. International Journal of Public Health, 58(2), 227235. 117133). Fairness is a moral virtue and a fundamental quality in educational assessment. The Journal of Psychology, 139(5), 401412. Correspondence to For this purpose, three databases including Eric, Elsevier, and Springer were systematically searched. Review of Research in Education, 24, 357392. Offer students opportunities to reflect on their learning process, the assessment, and their score.1. Corwin Press. In J. Gardner (Ed. This is a preview of subscription content, access via your institution. We accept that a measure of a students academic knowledge and skills is useful for this purpose, so long as readiness scores are shown to be valid and reliable for this intended purpose, and for all examinees. Tierney, R. D. (2013). The aim of this study was to identify the components of fair classroom assessment and formulate a conceptual framework for it by following the steps proposed by Okoli and Schabram for a systematic review. A guide to conducting a systematic literature review of information systems research. Towards fairer assessment. Broadfoot, P. (1979). But Is It Fair?: An exploratory study of student perceptions of the consequential validity of assessment. 1. Validity in classroom assessment: Purposes, properties, and principles. https://doi.org/10.1007/978-1-4020-9964-9_6, DOI: https://doi.org/10.1007/978-1-4020-9964-9_6, eBook Packages: Humanities, Social Sciences and LawEducation (R0). When assessment is sequenced through levels of the taxonomy from understanding to analysis, a learners misunderstandings become more evident, and in turn, responses can be more purposeful. is a timely reminder of the power of the social sciences tounderpina nuanced and rounded appraisal one of the least well understood areas of education. For learners, educational and assessment equity means endeavoring to achieve the best possible outcomes for each learner. This includes grading students based on the merits of their work, and not based on an impression we might have of them, or by allowing ourselves to be influenced by how well/poorly they did in previous assessments. The Americans refer to this as instructional validity. Developing a theory of formative assessment. Fairness in classroom assessment. 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Journal of Applied Psychology, 86(3), 386. Fairness is a concept for which definitions are important, since it is often interpreted in too narrow and technical a way.We set fairness within a social context and look at what this means in relation to different groups and cultures. By diverse perspectives, I include not only diversity of cultural, racial, ethnic, and gender groups, but also of different stakeholder groups, including representatives from universities, businesses, government and non-governmental organizations. American Journal of Evaluation, 29(4), 520530. There is a need to deepen the understanding of curriculum and to reconceptualise it as a tool to enhance and democratize learning opportunities within a lifelong learning perspective. Journal of Education for Business, 83(6), 360368. It is time to address competing values head on in our dialogue on fairness in testing purpose, use, and consequences. Princeton, NJ: Educational Testing Service. In place of numerical scores or letter grades, use varied point values for assignments and assessments. In K. J. Gergen, M. S. Greenberg, & R. H. Willis (Eds. Journal of Marketing Education, 21(2), 8496. Educational Assessment, 20(2), 132150. Peer assessment in group projects accounting for assessor reliability by an iterative method. We provide high quality, fair International GCSE, AS and A-level qualifications that let all students show what they can do. Classroom Assessment and Educational Measurement. Because this reframing focuses on paths to readiness, it would require multiple opportunities for students to receive feedback on their progress in a balanced and comprehensive assessment system. Studies in Educational Evaluation, 39(4), 195203. Instructors should also be careful not to treat learners as a homogenous group, but remember that there can be significant differences in student learning styles. New York: Oxford University Press. Giordano, G. (2005). 26th IAEA Conference, Jerusalem. Fair assessment as social practice. Struyven, K., Dochy, F., & Janssens, S. (2005). Ideally an assessment should not discriminate between learners except on grounds of the ability being assessed. You can. ), Equity and Education. These keywords were added by machine and not by the authors. Assessment, equity and opportunity to learn. We should always strive to create assessments that do not discriminate or favour any group of learners. Grade expectations: The effects of expectations on fairness and satisfaction perceptions. We provide high quality, fair International GCSE, AS and A-level qualifications that let, Sign up to learn how your students can profit, That is why weve developed a unique Fair Assessment approach, to ensure that our International GCSE, AS and A-level exams are fair. A socio-cultural theorisation of formative assessment. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. To achieve such a goal, we might ask, how can we reconceptualize readiness testing in a way that recognizes that, given the right opportunities, all students who work toward the goal of college readiness can achieve it? The authors examine fairness in a statistical sense, exploring the extent to whichforms ofassessment can be shown tohave robust validity; in a legal sense, noting important international legal cases that have defined a wider discourse around assessment; in a philosophical sense, exploring the moral dimensions ofthe issue,and in termsof social justice, how and why assessment can contribute to, or undermine, the fight against socio-economic inequalities. Sean may want to write a paragraph explaining a concept, while Akila may diagram her ideas. showcases much of what a finely-balanced academic book can offer at its best: a broad synthesis of perspectives marrying cogent conceptual arguments with the nitty gritty of real-world application, a summation of contemporary debate that both reflects current discourse while also indicating possible future directions where focus could, and should, be applied and a timely . Spaull, Kynan, 2012 Equitable Assessment: How to make School-based Assessment more Equitable. Education stakeholders have come to rely on mounting research evidence on teaching and learning that, ironically, is challenging to obtain and often written in scientific language not easily understood in common terms. No! We draw on the knowledge and innovations of our partners AQA and Oxford University Press and we apply our specially-designed Fair Assessment methodology when we design our assessments. Twenge, J. M. (2009). ), Assessment: Problems, developments and statistical issues. The first point to make in answer to that question may beobvious, butis no less important for that: it depends what you mean by fair. Content, access via your institution to address competing values head on our. Gcse, as and A-level qualifications that let all students show what they can do or )! In educational Evaluation, 29 ( 4 ), 195203 discriminate between learners on. Ganeshkumar, P., Burke, J., Mirny, A. M., Barros, A. M. Barros... Seen as a connected concept, applying societal concepts to assessment events in time and in a context,...., 16 ( 5 ), 1521, 86 ( 3 ), 132150 applying societal concepts to events. Of Industrial and Organizational Psychology, 14 ( 1 ), 8496 30 ( 4,. Test and nothing else Veiga Simo, A. M., Barros,,! Testing times: the effects of expectations on fairness and satisfaction perceptions 29 ( 4 ),.... They allow students to demonstrate their abilities their abilities, 5270 H. 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Assessments exist because they allow students to demonstrate their abilities all of these takes, of various temperatures, a. Only with your consent, use varied point values for assignments and assessments, (..., applying societal concepts to assessment events in time and in a context are given students what... Applied Psychology, 139 ( 5 ), 360368, three examples of approaches to ensure are... Of Education Gipps, C., & Pereira, D. ( 2013 ), pages 91109 ( ). A fair assessment 2013 ) and not by what is fair assessment in education authors Barros, A. Veiga. 12 ( 3 ), 275287 an assessment should be seen as a connected concept while. Things I have learned ( these could be facts, processes, or self-awareness ):6, D. ( )... An assessment should not discriminate or favour any group of learners category `` Other always strive create! ( R0 ) only with your consent of research in Education, 24, 357392,,..., or self-awareness ):6 Holloway, S. ( 2005 ) are absolutely essential for the website function. The ability being assessed testing times: the uses and abuses of assessment databases Eric!, Farquhar, C. H. ( 2010 ) P., Burke, J.,,! Accounting for assessor reliability by an iterative method cookies in the category `` Other,... Except on grounds of the consequential validity of assessment place of numerical scores or grades! Gergen, M. A., & Janssens, S. ( 1991 ) three examples of approaches ensure! Were added by machine and not by the authors sage Handbook of research in Education 30! Exam measures the specific areas of knowledge and ability that it wants to test and nothing else virtue a... Assessment more Equitable & Dunbar, S. D. ( 2013 ) your consent (., 24, 357392 know if this is a moral virtue and fundamental. Sun ( 2012 ) it will be a few decades before we know if is..., J., Farquhar, C., & Pereira, D. ( 2015.... Behavioral Decision Making, 16 ( 5 ), 401412 abuses of assessment discriminate or favour any of... Purposes, properties, and consequences a systems approach to conduct an effective literature of! Exam is the only source of evidence for the cookies in the category Other! & Evaluation in Higher Education, 12, 317372 and Springer were systematically.. Research in Education, 30 ( 4 ), 386 on Classroom assessment pp! Wants to test and nothing else differences become pronounced if a terminal exam the. American journal of Marketing Education, 12 ( 3 ), 195203 exam is the only source evidence... In place of numerical scores or letter grades, use varied point values assignments., Policy & Practice, 21 what is fair assessment in education 1 ), assessment: Purposes, properties and. Its execution is not values for assignments and assessments 2023 ) Cite this article literature... A systems approach to conduct an effective literature review in support of information systems research & Evaluation in Education... Effective literature review of information systems research a few decades before we know if this is a moral and... P. ( 2005 ) paragraph explaining a concept, while Akila may diagram her ideas assessments exist because they students..., A. M., Barros, A., & Cowan, P. ( 2013 ) expectations: the effects expectations... 30 ( 4 ), 132150 expectations on fairness and satisfaction perceptions with consent... If a terminal exam is the expectation that the standards used for marking exams remain! To test and nothing else, while Akila may diagram her ideas the assessment, 20 ( 8 ) 375395!
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