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Advances and Innovations in University Assessment and Feedback$
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Carolin Kreber, Charles Anderson, Noel Entwhistle, and Jan McArthur

Print publication date: 2014

Print ISBN-13: 9780748694549

Published to Edinburgh Scholarship Online: January 2015

DOI: 10.3366/edinburgh/9780748694549.001.0001

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PRINTED FROM EDINBURGH SCHOLARSHIP ONLINE (www.edinburgh.universitypressscholarship.com). (c) Copyright Edinburgh University Press, 2020. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in ESO for personal use.date: 16 February 2020

Students’ and Teachers’ Perceptions of Fairness in Assessment

Students’ and Teachers’ Perceptions of Fairness in Assessment

Chapter:
(p.99) 5 Students’ and Teachers’ Perceptions of Fairness in Assessment
Source:
Advances and Innovations in University Assessment and Feedback
Author(s):

Telle Hailikari

Liisa Postareff

Tarja Tuononen

Milla Räisänen

Sari Lindblom-Ylänne

Publisher:
Edinburgh University Press
DOI:10.3366/edinburgh/9780748694549.003.0006

Telle Hailikari and her colleagues from the University of Helsinki report a series of interviews with students and their teachers that focus on how staff design and carry out assessment, showing limitations in the teachers’ knowledge of technical aspects of assessment practices, and a consequent failure to use clearly defined assessment criteria in their marking. This leads to uncertainty among the staff about their reasons for awarding particular grades and a feeling among students that the system is unfair, even though the students believe that only teachers can have the expertise to make those assessments. The concept of ‘fairness in assessment’ is explored in relation to the need to establish reliability and validity in the procedure, leading to a discussion of the implications for effective practice.

Keywords:   Fairness in assessment, Assessment criteria, Student perceptions

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