Students’ Perceptions of the Fairness in EFL Classroom Assessment

Yuniarti Yuniarti(1*), Sunarlia Limbong(2), Citra Prasiska Puspita Tohamba(3)


(1) IAIN Metro
(2) Politeknik Ilmu Pelayaran Makassar
(3) University of Muhammadiyah Kendari
(*) Corresponding Author

Abstract


In any educational setting, assessment of teaching must support accurate and trustworthy assessment results. Fairness is one of the most important aspects of classroom assessment in addition to validity and reliability. The aim of this study is to explore the students’ perception of fairness in EFL classroom assessment. The research method was a descriptive study using a purposive sampling technique with the participation of 75 EFL students from 3 different universities; religious university, education Company-Sponsored Programs and open university. The questionnaire and interview were used to collect data on perceptions of EFL students on the fairness in classroom assessment and observation was applied to gain the data in the classroom assessment process. The result showed that the students had different perceptions of the assessment practices. Most of them were not satisfied with the assessment practices and they did not feel like it was disadvantageous to some participants and irrelevant, especially based on their socio-economic status. Moreover, the interpretation of teaching assessments should be consistent with measurement and evaluation standards without ignoring the students’ socioeconomic status. The final part of the paper can be applicable in Second Language Acquisition issues, since it explored the different sight from first language acquisition and the students’ diversity.

Keywords


students’ perceptions, classroom assessment, fairness, EFL

Full Text:

PDF

References


Acar-Erdol, T., & Yildizli, H. (2018). Classroom assessment practices of teachers in Turkey. International Journal of Instruction, 11(3), 587–602. https://doi.org/10.12973/iji.2018.11340a

Adams, J. S. (1964). Inequity in social exchange. Advances in Experimental Social Psychology, 2, 267–299.

Ahrens, L. (2019). Theorizing the impact of fairness perceptions on the demand for redistribution. Political Research Exchange, 1(1), 1–17. https://doi.org/10.1080/2474736X.2019.1617639

Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Classroom assessment: teacher practices, student perception, and academic self-efficacy beliefs. Social Behavior and Personality, 42(5), 835–856.

Anderson, N. B., & Bulatao, R. A. (2004). Critical perspectives on racial and ethnic differences in health in late life (B. Cohen, ed.). National Research Council.

APA, AERA, & NCME. (2014). American educational research association. American Educational Research Association.

Barnes, N., Fives, H., & Dacey, C. M. (2017). U.S. teachers’ conceptions of the purposes of assessment. Teaching and Teacher Education, 65, 107–116. https://doi.org/10.1016/j.tate.2017.02.017

Block, D. (2015). social class in applied linguistics. Annual Review of Applied Linguistics, 35, 1–19. https://doi.org/10.1017/S0267190514000221

Brookhart, S. M. (2013). The use of teacher judgement for summative assessment in the USA. Assessment in Education Principles , Policy & Practice, 20(1), 69–90. https://doi.org/10.1080/0969594X.2012.703170

Camilli, G. (2016). Test fairness. Educational Measurement, (July), 221–256.

Cheng, L., Wu, Y., & Liu, X. (2015). Chinese university students ’ perceptions of assessment tasks and classroom assessment environment. Language Testing in Asia. https://doi.org/10.1186/s40468-015-0020-6

Chory, R. M. (2007). Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice. Communication Education, 56(1), 89–105. https://doi.org/10.1080/03634520600994300

Chory, R. M., Horan, S. M., & Houser, M. L. (2017). justice in the higher education classroom: students’ perceptions of unfairness and responses to instructors. Innovative Higher Education, 42(4), 321–336. https://doi.org/10.1007/s10755-017-9388-9

Cochran, M., Shakman, K., Jong, C., Terrell, D. G., Barnatt, J.,

Mcquillan, P., … Barnatt, J. (2015). good and just teaching: the case for social justice in teacher education. American Journal of Education, 115(3), 347–377.

Dhindsa, H. S., Omar, K., & Waldrip, B. (2007). upper secondary bruneian science students ’ perceptions of assessment. International Journal of Science Education, 29(10), 1261–1280. https://doi.org/10.1080/09500690600991149

Dorman, J. P., & Knightley, W. M. (2006a). Development and validation of an instrument to assess secondary school students ’ perceptions of assessment tasks. 32(1), 47–58. https://doi.org/10.1080/03055690500415951

Dorman, J. P., & Knightley, W. M. (2006b). Initial use of the perceptions of assessment tasks inventory (pati) in english secondary schools. Alberta Journal of Educational Research, 52(3), 196–199.

Gipps, C. (1999). socio-cultural aspects of assessment. American Educational Research Association, 24(1), 355–392. https://doi.org/10.3102/0091732x024001355

Gordon, M. E., & Fay, C. H. (2010). The effects of grading and teaching practices on students’ perceptions of grading fairness. College Teaching, 58(3), 93–98. https://doi.org/10.1080/87567550903418586

Greenberg, J. (1987). A taxonomy of organizational justice theories. Academy of Management Review, 12(1), 9–22.

Horan, S. M., Chory, R. M., Goodboy, A. K., Horan, S. M., Chory, R. M., & Goodboy, A. K. (2010). Understanding students’ classroom justice experiences and responses. Communication Education, (October 2014), 37–41. https://doi.org/10.1080/03634523.2010.487282

Howell, G. F., & Buck, J. M. (2012). The adult student and course satisfaction: what matters most? Innovative Higher Education, 215–226. https://doi.org/10.1007/s10755-011-9201-0

Jafar, M., Rahman, A. Q., Bone, S. M., & Makassar, U. N. (2019). Asian EFL Journal Research Articles. Vol. 25 Issue No. 5.2 October 2019. Asian EFL Journal, 25(5), 5–25.

Jerusalem, E. (2016). Socio-economic status, student performance and students ’ attitudes towards science. PISA 2015 Result, I(Volume I), 201–240.

Jiang, J. (2017). Language assessment: critical issues—an interview with antony john kunnan. Language Assessment Quarterly, 14(1), 75–88. https://doi.org/10.1080/15434303.2016.1269770

Kazemi, A., & Tornblom, K. (2008). social psychology of justice: Nordic Psychology, 60(3), 209–234.

Klenowski, V. (2013). Towards fairer assessment. The Australian Educational Researcher, 41(May), 445–470. https://doi.org/10.1007/s13384-013-0132-x

Kraus, M. W., Piff, P. K., & Keltner, D. (2011). social class as culture : the convergence of resources and rank in the social realm. Current Directions in Psychological Science, 20(4), 246–250. https://doi.org/10.1177/0963721411414654

Kunnan, A. J. (2013). Fairness and justice in language assessment: principles and public reasoning. 2013 CELC Conference at NUS, Singapore, 36–39. Retrieved from http://www.nus.edu.sg/celc/research/books/4th Symposium proceedings/6). John Kunnan.pdf

Lam, T. C. M. (1995). Fairness in performance assessment. ERIC Digest.

Lin, A. M. Y. (1999). Doing-english-lessons in the reproduction or transformation of social worlds? TESOL Quarterly, 33(3).

Liu Banerjee, H. (2016). Test fairness in second language assessment theories of test validation and test fairness. Teachers College, Columbia University Working Papers in TESOL & Applied Linguistics, 16(1), 54–59.

Manstead, A. S. R. (2018). The psychology of social class : How socioeconomic status impacts thought , feelings , and behaviour. British Journal of Social Psychology, 1–25. https://doi.org/10.1111/bjso.12251

María, A., & Piedrahita, S. (2016). Contributions of a social justice language teacher education perspective to professional development programs in colombia. PROFILE, 18(1), 203–217. https://doi.org/10.15446/profile.v18n1.47807 Contributions

Michael, P., Primes, G., Windhager, S., Fieder, M., & Wallner, B. (2016). Effects of socioeconomic status and fairness on salivary cortisol. Evolutionary Psychology, (June), 1–10. https://doi.org/10.1177/1474704916653487

Miller, M. D., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in teaching (10th ed.; C. Robb, ed.). United States of America: Pearson.

Moheidat, A. S., & Baniabdelrahman, A. A. (2011). The impact of omani twelfth-grade students ’ self- assessment on their performance in reading in english. Asian EFL Journal, March, 48–84.

Neill, P. (2000). Exploring the theories and consequences of self-assessment through ethical inquiry. Assessing Writing, 6(2), 199–227.

Pinilla-portino, N. (2018). The influence of learners’ socioeconomic status on learning english as a foreign language. The Journal of Asia TEFL, 15(July), 550–558. https://doi.org/10.18823/asiatefl.2018.15.2.1.550

Pitt, E., & Winstone, N. (2018). The impact of anonymous marking on students’ perceptions of fairness, feedback and relationships with lecturers. Assessment and Evaluation in Higher Education, 43(7), 1183–1193. https://doi.org/10.1080/02602938.2018.1437594

Poehner, M. E. (2011). Dynamic Assessment : fairness through the prism of mediation. Assessment in Education: Principles, Policy & Practice, (May), 37–41. https://doi.org/10.1080/0969594X.2011.567090

Rasooli, A., Zandi, H., & Deluca, C. (2019). Conceptualising fairness in classroom assessment : exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice, 00(00), 1–28. https://doi.org/10.1080/0969594X.2019.1593105

Scapo, B., & Molnar, G. (2019). online diagnostic assessment in support of personalized teaching and learning: the edia system. Conceptual Analysis, 10(July). https://doi.org/10.3389/fpsyg.2019.01522

Shepard, L. A. (2019). Classroom Assessment to Support Teaching and Learning. Annals of the American Academy of Political and Social Science, 683(1), 183–200. https://doi.org/10.1177/0002716219843818

Stobart, G. (2007). Fairness in multicultural assessment systems. Assessment in Education: Principles, Policy & Practice, 12(December 2014), 275–287. https://doi.org/10.1080/09695940500337249

Tata, J. (2005). The influence of national culture on the perceived fairness of grading procedures: A comparison of the united states and china. Journal of Psychology: Interdisciplinary and Applied, 139(5), 401–412. https://doi.org/10.3200/JRLP.139.5.401-412

Tierney, R. D. (2014). Fairness as a multifaceted quality in classroom assessment. Studies in Educational Evaluation, 43, 55–69. https://doi.org/10.1016/j.stueduc.2013.12.003

Tierney, R. D., & Jose, S. (2016). Fairness in educational assessment. Encyclopedia of Educational Philosophy and Theory, 1–6. https://doi.org/10.1007/978-981-287-532-7

Wallace, M. P. (2018). The Journal of Asia TEFL Fairness and Justice in L2 Classroom Assessment : Perceptions from Test Takers. 15(4), 1051–1064.


Article Metrics

Abstract view : 507 times
PDF - 183 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 English Language and Literature International Conference (ELLiC) Proceedings

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Electronic ISSN: 2579-7263
CD-ROM ISSN: 2579-7549

Published by

FACULTY OF FOREIGN LANGUAGE AND CULTURE
UNIVERSITAS MUHAMMADIYAH SEMARANG
Jl. Kedungmundu Raya No.18 Semarang, Central Java, Indonesia
Phone: +622476740295, email: ellic@unimus.ac.id