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Fairness and justice in L2 classroom assessment: Perceptions from test takers
Matthew P. Wallace
2018
Source PublicationJOURNAL OF ASIA TEFL
ISSN1738-3102
Volume15Issue:4Pages:1051-1064
Abstract

Fairness and justice are key aspects in the evaluation of language assessments. In this paper, I argue that fairness and justice are subjective perceptions of test takers. Consistent with Kunnan (2018), fairness was conceived as a test quality, while justice was a quality of the social entity administering the test; which in this study was the language program. Test fairness was conceptualized as a multidimensional construct—distributive fairness (how fairly learners perceive their score relative to their effort) procedural fairness (equality of procedures administered during the assessment), interactional fairness (respectful interpersonal treatment of the students by the test administrator), and informational fairness (how fairly information about the assessment and its procedures were provided). In total, 83 university L2 learners in Taiwan completed an online questionnaire gauging perceptions of a single test administration. Regression analysis revealed that procedural and interactional fairness were predictive of justice perceptions of the language program. Distributive fairness shared a relationship with justice perceptions but was not predictive. These findings suggest that participants made justice judgments of their language programs based on how fairly the procedures used to administer a single test were carried out and how respectfully the instructor administering the test treated them.

KeywordFairness Justice L2 Classroom Assessment
DOI10.18823/asiatefl.2018.15.4.11.1051
Language英语
WOS Research AreaEducation & Educational Research
WOS SubjectEducation & Educational Research
WOS IDWOS:000454735300011
PublisherASIA TEFL, ASIA TEFL, GWANGJU, 00000, SOUTH KOREA
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Cited Times [WOS]:3   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Arts and Humanities
DEPARTMENT OF ENGLISH
Corresponding AuthorMatthew P. Wallace
AffiliationUniversity of Macau
First Author AffilicationUniversity of Macau
Corresponding Author AffilicationUniversity of Macau
Recommended Citation
GB/T 7714
Matthew P. Wallace. Fairness and justice in L2 classroom assessment: Perceptions from test takers[J]. JOURNAL OF ASIA TEFL,2018,15(4):1051-1064.
APA Matthew P. Wallace.(2018).Fairness and justice in L2 classroom assessment: Perceptions from test takers.JOURNAL OF ASIA TEFL,15(4),1051-1064.
MLA Matthew P. Wallace."Fairness and justice in L2 classroom assessment: Perceptions from test takers".JOURNAL OF ASIA TEFL 15.4(2018):1051-1064.
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