Students' conceptions about a fair assessment of their learning

被引：26

作者：

Javier Murillo, F. ^{[1
]}

Hidalgo, Nina ^{[2
]}

机构：

[1] Autonomous Univ Madrid, Fac Teacher Training & Educ, Dept Didact & Theory Educ, Off 3 302, Tomas & Valiente St,3 Colmenar Rd Km 15, E-28049 Madrid, Spain

[2] Autonomous Univ Madrid, Fac Teacher Training & Educ, Dept Didact & Theory Educ, Off 2 102 2, Tomas & Valiente St,3 Colmenar Rd Km 15, E-28049 Madrid, Spain

来源：

STUDIES IN EDUCATIONAL EVALUATION | 2017年 / 53卷

关键词：

Assessment; Fairness; Pupils' conceptions of assessment; Phenomenographic research; TEACHERS CONCEPTIONS; PHENOMENOGRAPHY;

D O I：

10.1016/j.stueduc.2017.01.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The objective of this study is to know the conceptions of primary and secondary school students about what constitutes a fair assessment. To achieve this aim, a phenomenographic study was carried out with 32 students. In a broad sense, the results showed that there were two types of conceptions. On one hand, a conception of fair assessment related to equality, transparency, objectivity, and evaluation of class content; that is, an egalitarian conception of fair assessment. On the other hand, a conception associated with ideas such as adaptation, diversification of tests, and qualitative assessment, even taking into account students' effort and attitudes, which define a conception of fair assessment linked to equity. These conceptions are associated with the concepts of legal justice and social justice, respectively and they contrast with the nature of external evaluations currently carried out. (C) 2017 Elsevier Ltd. All rights reserved.

引用

页码：10 / 16

页数：7

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