Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study
IntroductionFairness is an important quality of classroom assessment as a continuous process that affects learners' beliefs, mentality, motivation, satisfaction, and performance. The main purpose of this study was to construct a rubric for evaluating fairness in classroom assessment.MethodFor t...
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| Format: | Article |
| Language: | fas |
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Shahid Chamran University of Ahvaz
2022-11-01
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| Series: | مجله علوم تربیتی |
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| Online Access: | https://education.scu.ac.ir/article_18006_64dc4e591b1516f420a3c18eaa70a046.pdf |
| _version_ | 1811155001823723520 |
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| author | Ali Baniasadi Keyvan Salehi Ebrahim Khodaie khosrow bagheri Balal izanloo |
| author_facet | Ali Baniasadi Keyvan Salehi Ebrahim Khodaie khosrow bagheri Balal izanloo |
| author_sort | Ali Baniasadi |
| collection | DOAJ |
| description | IntroductionFairness is an important quality of classroom assessment as a continuous process that affects learners' beliefs, mentality, motivation, satisfaction, and performance. The main purpose of this study was to construct a rubric for evaluating fairness in classroom assessment.MethodFor this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 39 individual interviews with key informants including faculty members and graduate students of the University of Tehran, a group interview and a Focus group interview was conducted and in the second study, 511 students from the University of Tehran were selected through three-stage cluster sampling. Qualitative data analysis led to the identification of a conceptual model including the four main themes of "procedural fairness", "interactional fairness", "nature of assessment" and "fairness in the paper-pencil test" as the basis for the development of criteria and making Rubric. In the second study, the psychometric properties of Rubric were investigated using content validity, item analysis, construct validity and reliability determination.ResultsThe content validity of each criterion was higher than the standard value of 0.78 and the validity of the overall scale was 0.94. The results of exploratory factor analysis showed the extraction of three factors of procedural fairness, the nature of measurement and interactional fairness, which explained 57.08% of the total variance of variables. The results of factor analysis along with the study of discrimination and difficulty coefficients of items led to the elimination of three weak criteria and the final rubric was compiled with 17 criteria. The calculated Cronbach's alpha for procedural fairness, the nature of assessment and interactional fairness were 0.87, 0.84 and 0.79, respectively. Also, the retest coefficient for them was calculated at the desired level and 0.65, 0.63 and 0.54, respectively.DiscussionAccording to the desirable psychometric properties of the rubric, this rubric can help to increase the literacy of professors, increase the quality of teaching and assessment and strengthen the civic and educational behaviors of students by identifying the strengths and weaknesses of professors in the field of fairness. |
| first_indexed | 2024-04-10T04:26:49Z |
| format | Article |
| id | doaj.art-f052fb585d72491a883018058a1b5f0f |
| institution | Directory Open Access Journal |
| issn | 2008-8817 2588-672X |
| language | fas |
| last_indexed | 2024-04-10T04:26:49Z |
| publishDate | 2022-11-01 |
| publisher | Shahid Chamran University of Ahvaz |
| record_format | Article |
| series | مجله علوم تربیتی |
| spelling | doaj.art-f052fb585d72491a883018058a1b5f0f2023-03-10T13:18:38ZfasShahid Chamran University of Ahvazمجله علوم تربیتی2008-88172588-672X2022-11-0129221123410.22055/edus.2022.38188.326118006Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method studyAli Baniasadi0Keyvan Salehi1Ebrahim Khodaie2khosrow bagheri3Balal izanloo4Ph.D. student, Faculty of Psychology and Education, University of Tehran, Tehran, Iran.Assistant professor, Faculty of Psychology and Education, University of Tehran, Tehran, IranAssociate professor, Faculty of Psychology and Education, University of Tehran, Tehran, IranFaculty of Psychology and Education, University of Tehran,, Tehran, Iran,Associate Professor, Faculty of Psychology and Education, Kharazmi University, Tehran, Iran.IntroductionFairness is an important quality of classroom assessment as a continuous process that affects learners' beliefs, mentality, motivation, satisfaction, and performance. The main purpose of this study was to construct a rubric for evaluating fairness in classroom assessment.MethodFor this purpose, based on an exploratory sequential mixed methods design, two studies were conducted. In the first study, using purposive sampling of the criterion type, 39 individual interviews with key informants including faculty members and graduate students of the University of Tehran, a group interview and a Focus group interview was conducted and in the second study, 511 students from the University of Tehran were selected through three-stage cluster sampling. Qualitative data analysis led to the identification of a conceptual model including the four main themes of "procedural fairness", "interactional fairness", "nature of assessment" and "fairness in the paper-pencil test" as the basis for the development of criteria and making Rubric. In the second study, the psychometric properties of Rubric were investigated using content validity, item analysis, construct validity and reliability determination.ResultsThe content validity of each criterion was higher than the standard value of 0.78 and the validity of the overall scale was 0.94. The results of exploratory factor analysis showed the extraction of three factors of procedural fairness, the nature of measurement and interactional fairness, which explained 57.08% of the total variance of variables. The results of factor analysis along with the study of discrimination and difficulty coefficients of items led to the elimination of three weak criteria and the final rubric was compiled with 17 criteria. The calculated Cronbach's alpha for procedural fairness, the nature of assessment and interactional fairness were 0.87, 0.84 and 0.79, respectively. Also, the retest coefficient for them was calculated at the desired level and 0.65, 0.63 and 0.54, respectively.DiscussionAccording to the desirable psychometric properties of the rubric, this rubric can help to increase the literacy of professors, increase the quality of teaching and assessment and strengthen the civic and educational behaviors of students by identifying the strengths and weaknesses of professors in the field of fairness.https://education.scu.ac.ir/article_18006_64dc4e591b1516f420a3c18eaa70a046.pdfrubric,exploratory mixed method, classroom assessmentassessing student performance, fair assessment |
| spellingShingle | Ali Baniasadi Keyvan Salehi Ebrahim Khodaie khosrow bagheri Balal izanloo Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study مجله علوم تربیتی rubric, exploratory mixed method, classroom assessment assessing student performance, fair assessment |
| title | Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study |
| title_full | Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study |
| title_fullStr | Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study |
| title_full_unstemmed | Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study |
| title_short | Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study |
| title_sort | construction of a rubric to evaluate fair classroom assessment at the university of tehran an exploratory mixed method study |
| topic | rubric, exploratory mixed method, classroom assessment assessing student performance, fair assessment |
| url | https://education.scu.ac.ir/article_18006_64dc4e591b1516f420a3c18eaa70a046.pdf |
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