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Cite as
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Vollständiger Titel
EDUCATION SCIENCES AND SOCIETY
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Verlag
FrancoAngeli
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ISSN
2038-9442 (Gedruckte Zeitschrift)
2284-015X (Online-Zeitschrift)
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Nummer der Ausgabe
2
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Andere Beschreibung der Ausgabe
2
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Erscheinungsdatum der Ausgabe
2021
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Vollständiger Titel
Through the lens of justice. A systematic review on equity and fairness in learning assessment
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Von (Autor)
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Erste Seite
96
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Letzte Seite
110
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Sprache des Textes
Englisch
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Erscheinungsdatum
2021/12
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Copyright
2021 FrancoAngeli srl
Vorwort
Empirical and theoretical studies have highlighted the need to investigate the implications of the introduction of the issue of justice in education. However, little is known about the specific field of learning assessment and about the possible enhancement for assessment processes when inspired by discourses about justice, equity and fairness. What does it mean to rethink assessment through the lens of justice? The present paper aims to uncover key information related to this issue with the aim to provide greater understanding about how to build more equitable assessment practices. The PRISMA guidelines were adopted. Internet-based bibliographic searches were conducted via 2 major electronic databases (ERIC and Education Source) to access studies examining the association between the issues of justice, fairness and equity in assessment. A total of 26 empirical studies meeting the inclusion criteria were identified. The studies reported the attention to both well as a focus on addressing diversity in the classroom moving away from a model of adjustments and reasonable accommodations towards an equitable and universal assessment. Additional research is important to clarify these issues and an important effort should be made to construct better assessment practices based on students and teachers' perceptions of justice.
Zitierungen des
10.3280/ess2-2021oa12405
Unstructured Zitierung
Benadusi L., Giancola O. (2021). Equità e merito nella scuola. Teorie, indagini empiriche, politiche. Milano: FrancoAngeli.
Unstructured Zitierung
Black P., Harrison C., Lee C., Marshall B. and Wiliam D. (2003). Assessment for learning: Putting it into practice. Berkshire: Open University Press.
Unstructured Zitierung
CAST (2011). Universal design for learning guidelines version 2.0. Wakefield, MA: Author.
Unstructured Zitierung
Grion V., Restiglian E. and Aquario D. (2021). Dal voto alla valutazione. Riflessioni sulle linee guida per la valutazione nella scuola primaria. Nuova Secondaria Ricerca, 7: 82-100.
Unstructured Zitierung
OECD (2012). Equity and Quality in Education: Supporting Disadvantaged Students and Schools. OECD Publishing.
Unstructured Zitierung
OECD (2013). Synergies for Better Learning: An International Perspective on Evaluation and Assessment. Paris: OECD Publishing.
Unstructured Zitierung
*Phuong A.E., Nguyen J. and Marie D. (2017). Evaluating an Adaptive Equity-Oriented Pedagogy: A Study of its Impacts in Higher Education, The Journal of Effective Teaching, 17(2): 5-44.
Unstructured Zitierung
Sambell K., McDowell L. and Montgomery C. (2013). Assessment for Learning in Higher Education. Abingdon: Routledge.
Unstructured Zitierung
Sen A. (1999). Development as freedom. Oxford: Oxford University Press.
Unstructured Zitierung
Tierney R. D. (2013). Fairness in classroom assessment. In: McMillan J. H., editor, SAGE Handbook of Research on Classroom Assessment (pp. 125-144). Thousand Oaks, CA: Sage Publications.
Unstructured Zitierung
Tomlinson C.A., Moon T. (2013). Assessment and student success in a differentiated classroom. Alexandria: ASCD.
Unstructured Zitierung
UNESCO (2015). Rethinking Education. Towards a global common good? Paris: UNESCO.
Unstructured Zitierung
Wiliam D. (2008). Quality in assessment. In: Swaffield S. & Williams M., editors, Unlocking assessment: Understanding for reflection and application (pp. 123-137). London: David Fulton.