Scholarlink

<p>This study focuses on the perceptions of fairness in assessment among primary school teachers in Türkiye, who are primarily responsible for fair evaluation processes in increasingly diverse classrooms. It examines their classroom practices, the factors influencing these processes, and how they interpret the mechanisms for ensuring fair assessment. In-depth interviews were conducted with 13 teachers selected through maximum variation and criterion sampling. The practices implemented by participants to ensure fair assessment were categorized into three dimensions: differentiation of assessment tools, consideration of sociocultural background, and transparency in evaluation. The challenges they faced in this process were found to be multidimensional and interrelated. These challenges included: external factors such as sociocultural background, parental perceptions of assessment, lack of materials, overcrowded classrooms, and language differences; internal factors, including teachers’ perceived lack of competence as well as a tendency to overgeneralize success and failure; and emotional factors, such as the affective difficulties experienced by teachers.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Teachers’ perception of fairness in assessment: how feasible is fair assessment?

  • 期刊论文

  • 发表日期：

    2026年7月10日

查看全文
  • Burcu Sel,
  • Niymet Demirci

摘要

This study focuses on the perceptions of fairness in assessment among primary school teachers in Türkiye, who are primarily responsible for fair evaluation processes in increasingly diverse classrooms. It examines their classroom practices, the factors influencing these processes, and how they interpret the mechanisms for ensuring fair assessment. In-depth interviews were conducted with 13 teachers selected through maximum variation and criterion sampling. The practices implemented by participants to ensure fair assessment were categorized into three dimensions: differentiation of assessment tools, consideration of sociocultural background, and transparency in evaluation. The challenges they faced in this process were found to be multidimensional and interrelated. These challenges included: external factors such as sociocultural background, parental perceptions of assessment, lack of materials, overcrowded classrooms, and language differences; internal factors, including teachers’ perceived lack of competence as well as a tendency to overgeneralize success and failure; and emotional factors, such as the affective difficulties experienced by teachers.