Determinants of perceived fairness in classroom assessments
A scoping review and proposed tripartite model
DOI:
https://doi.org/10.32674/4krn1d61Keywords:
Classroom Assessments, Classroom Assessment Fairness, Determinants, Fairness, Students’ PerceptionAbstract
This study addresses this gap through a descriptive scoping literature review that identifies key determinants of perceived fairness in CA. A search was conducted across five major psychology and education databases—EBSCOhost, PsycINFO, Scopus, Web of Science, and ERIC—covering literature published between 1965 and 2024. Using targeted keywords and defined inclusion criteria, 74 peer-reviewed empirical studies were identified. Content analysis revealed three main categories shaping fairness perceptions: subjective, psychological, and social factors. Based on these findings, the study proposes a tripartite model of perceived CA fairness offering a framework to guide future research and support educators and policymakers in improving fairness in evaluation practices.
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