Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study
Bibliographic record
Abstract
With heightened equity pursuits in 21st century schools and the key role of assessment in teachers’ concerns with educational equity, scholars have recently attempted to empirically investigate teachers’ conceptions of fairness in classroom assessment. This study contributes to this growing literature and draws on interview data from 27 experienced high school teachers to further appreciate the factors that propel teachers’ fairness conceptions. The results indicate that the teachers’ conceptions of fairness in classroom assessment were influenced by three themes: (a) individual mechanisms, (b) social mechanisms, and (c) dialectical relationships between individual and social mechanisms. These themes underscored how teachers’ individual philosophies and experiences interacted with their encounters with social conditions of society, schools, and classrooms to influence their conceptions and articulated practices of fairness in classroom assessments. The results contribute to provoke conversations around assessment fairness education during pre- and in-service programs.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.038 | 0.082 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.008 | 0.011 |
| Scholarly communication | 0.007 | 0.005 |
| Open science | 0.002 | 0.005 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".