نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه آموزش علوم تربیتی، دانشگاه فرهنگیان، صندوق پستی -888 56441 تهران، ایران
2 دکتری سنجش و اندازهگیری، دانشگاه علامه طباطبائی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The present study aimed to explore students' lived experiences of perceived unfairness in the classroom assessment process. This study adopted a qualitative approach using descriptive phenomenology. The participants consisted of 23 secondary school students who were selected through purposive sampling with maximum variation. Data were collected through in-depth semi-structured interviews, which continued until theoretical saturation was achieved. The data were analyzed using Colaizzi's seven-step phenomenological analysis method. The findings revealed that students' perceptions of unfairness in classroom assessment were organized into four main themes—teacher-related unfairness, grading and evaluation criteria, assessment procedures, and assessment implementation conditions—and nine subthemes. According to the participants' experiences, unfairness emerges when educational judgments fail to accurately reflect students' actual competence and are instead influenced by harmful teacher behaviors, irrelevant evaluation criteria, ambiguity in grading practices, or unequal access to learning opportunities and assessment-related information. The findings indicate that fairness in classroom assessment extends beyond assessment outcomes and is fundamentally reflected in the quality of teacher–student interactions, the transparency of evaluation criteria, the alignment between instruction and assessment, and the equitable distribution of learning opportunities. Therefore, enhancing teachers' assessment literacy and incorporating students' voices into assessment practices may contribute to reducing perceptions of unfairness and strengthening students' trust in the assessment process.
کلیدواژهها [English]
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