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Demographic biases and assessment fairness in classroom: insights from Iranian university teachers
The literature indicates that the effects of sources of demographic biases on fairness in classroom assessment (CA) are under-researched in the Iranian higher education context. Hence, this study aims to explore the Iranian university teachers’ perceptions of the effects of demographic biases (e.g.,...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8975708/ http://dx.doi.org/10.1186/s40468-022-00157-6 |
_version_ | 1784680424063107072 |
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author | Rezai, Afsheen Namaziandost, Ehsan Miri, Mowla Kumar, Tribhuwan |
author_facet | Rezai, Afsheen Namaziandost, Ehsan Miri, Mowla Kumar, Tribhuwan |
author_sort | Rezai, Afsheen |
collection | PubMed |
description | The literature indicates that the effects of sources of demographic biases on fairness in classroom assessment (CA) are under-researched in the Iranian higher education context. Hence, this study aims to explore the Iranian university teachers’ perceptions of the effects of demographic biases (e.g., gender, ethnicity, and socioeconomic (SES)) on their assessment fairness. With this aim, fifteen university teachers were selected using a criterion sampling method at Ayatollah Borujerdi University, Iran. To gather the required data, a reflective written statement was completed by the participants. The participants’ responses were translated verbatim into English and subjected to a standard thematic coding analysis. Findings yielded three recurring themes: ‘gender bias is prevalent in assessment practices’, ethnicity bias affects adversely assessment practices, and ‘SES bias jeopardizes fairness in assessment practices’. The results evidenced that gender, ethnicity, and SES biases can act as a major source of score pollution in CA. This study ends with proposing a range of implications for different testing stakeholders. |
format | Online Article Text |
id | pubmed-8975708 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-89757082022-04-04 Demographic biases and assessment fairness in classroom: insights from Iranian university teachers Rezai, Afsheen Namaziandost, Ehsan Miri, Mowla Kumar, Tribhuwan Lang Test Asia Research The literature indicates that the effects of sources of demographic biases on fairness in classroom assessment (CA) are under-researched in the Iranian higher education context. Hence, this study aims to explore the Iranian university teachers’ perceptions of the effects of demographic biases (e.g., gender, ethnicity, and socioeconomic (SES)) on their assessment fairness. With this aim, fifteen university teachers were selected using a criterion sampling method at Ayatollah Borujerdi University, Iran. To gather the required data, a reflective written statement was completed by the participants. The participants’ responses were translated verbatim into English and subjected to a standard thematic coding analysis. Findings yielded three recurring themes: ‘gender bias is prevalent in assessment practices’, ethnicity bias affects adversely assessment practices, and ‘SES bias jeopardizes fairness in assessment practices’. The results evidenced that gender, ethnicity, and SES biases can act as a major source of score pollution in CA. This study ends with proposing a range of implications for different testing stakeholders. Springer International Publishing 2022-04-02 2022 /pmc/articles/PMC8975708/ http://dx.doi.org/10.1186/s40468-022-00157-6 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . |
spellingShingle | Research Rezai, Afsheen Namaziandost, Ehsan Miri, Mowla Kumar, Tribhuwan Demographic biases and assessment fairness in classroom: insights from Iranian university teachers |
title | Demographic biases and assessment fairness in classroom: insights from Iranian university teachers |
title_full | Demographic biases and assessment fairness in classroom: insights from Iranian university teachers |
title_fullStr | Demographic biases and assessment fairness in classroom: insights from Iranian university teachers |
title_full_unstemmed | Demographic biases and assessment fairness in classroom: insights from Iranian university teachers |
title_short | Demographic biases and assessment fairness in classroom: insights from Iranian university teachers |
title_sort | demographic biases and assessment fairness in classroom: insights from iranian university teachers |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8975708/ http://dx.doi.org/10.1186/s40468-022-00157-6 |
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