Utilize este identificador para referenciar este registo: http://hdl.handle.net/10071/34313
Autoria: Rasooli, A.
Holden, M.
Sinval, J.
Data: 2025
Título próprio: Preservice teachers' assessment decisions: Exploring the role of fairness conceptions
Título da revista: British Educational Research Journal
Volume: N/A
Referência bibliográfica: Rasooli, A., Holden, M., & Sinval, J. (2025). Preservice teachers' assessment decisions: Exploring the role of fairness conceptions. British Educational Research Journal. https://doi.org/10.1002/berj.4181
ISSN: 0141-1926
DOI (Digital Object Identifier): 10.1002/berj.4181
Palavras-chave: Classroom assessment
Conceptions
Fairness
Preservice teachers
Resumo: Teachers' conceptions of fairness influence their approaches to assessment. Perceptions of fairness underpin how teachers legitimate their values and provide reasons for teachers to defend assessment decisions and actions. This study therefore examined fairness conceptions at a critical stage in teachers' journey towards assessment capacity: their perceptions as teacher candidates. Specifically, we investigated 228 preservice teachers' conceptions of assessment fairness using the Classroom Assessment Fairness Inventory (CAFI). The results of an exploratory factor analysis (EFA) showed four factors: assessment communication acts, grading decisions, responses to cheating and firm assessment decisions. These factors highlighted the domains and underpinning principles of fairness that participating preservice teachers used to evaluate issues of fairness in assessment. The results provide initial empirical foundations to promote nuanced understandings of fairness in assessment education.
Arbitragem científica: yes
Acesso: Acesso Embargado
Aparece nas coleções:BRU-RI - Artigos em revistas científicas internacionais com arbitragem científica

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