Perceptions of fairness are fundamental in building cooperation and trust, undermining conflicts, and gaining legitimacy in teacher-student relationships in classroom assessment. However, perceptions of unfairness in assessment can undermine students’ mental well-being, increase antisocial behaviors, increase psychological disengagement with learning, and threaten the belief in a fair society, fundamental to engaging in civic responsibilities. Despite the crucial role of perceived fairness in assessment, there are widespread experiences of unfairness reported by students internationally. To undermine these widespread unfair experiences, limited explicit education on promoting fairness in assessment is being delivered in graduate, preservice, and in-service training. However, it seems that explicit education is the first step in capacity building for reducing unfair perceptions and related undesirable outcomes. The purpose of this module is thus to share the findings drawn from theoretical and empirical research from various countries to provide a space for further critical reflection on best practices in enhancing fairness in classroom assessment contexts.

中文翻译：

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数字模块 33：课堂评估的公平性：维度和张力

对公平的看法对于在课堂评估中建立合作和信任、消除冲突以及获得师生关系的合法性至关重要。然而，对评估不公平的看法可能会损害学生的心理健康，增加反社会行为，增加心理上对学习的脱离，并威胁对公平社会的信念，而公平社会是履行公民责任的基础。尽管感知公平在评估中发挥着至关重要的作用，但国际上的学生普遍报告了不公平的经历。为了消除这些普遍存在的不公平经历，在研究生、职前和在职培训中提供了有限的关于促进评估公平性的明确教育。然而，明确教育似乎是减少不公平观念和相关不良后果能力建设的第一步。因此，本模块的目的是分享各国理论和实证研究的结果，为进一步批判性反思增强课堂评估公平性的最佳实践提供空间。