Journal of Educational Sciences

Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study

Ali Baniasadi; Keyvan Salehi; Ebrahim Khodaie; khosrow bagheri; Balal izanloo

Volume 29, Issue 2 , December 2022, , Pages 211-234

https://doi.org/10.22055/edus.2022.38188.3261

Abstract

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, ... Read More 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.

A Study of the Effect of the Community of Inquiry (COI) in the Philosophy for Children (P4C) Program on Fostering Reasoning Skills in Third Grade Students (Boys) of Nemooneh Dowlati Guidance School of Ahvaz

M Safaei Moghaddam; S. M. Marashi; M.J. Pakseresht; K. Bagheri; H Sepasi

Volume 13, Issue 2 , September 2007, , Pages 31-54

https://doi.org/10.22055/edus.2006.15822

Abstract

The aim of this study was to investigate the effect of the community of inquiry in the philosophy for children (p4c) program on fostering reasoning skills of third grade guidance school students (boys) of the N.D. School of Ahvaz. 60 third grade boy students of this school who were randomly selected ... Read More

Education in the hermeneneutic perspective

Kh. Bagheri; A. Yazdani

Volume 8, Issue 2 , February 2002, , Pages 23-48

https://doi.org/10.22055/edus.2002.16027

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Author = Bagheri, K.

Construction of a rubric to evaluate fair classroom assessment at the university of Tehran: An exploratory mixed method study

Abstract

A Study of the Effect of the Community of Inquiry (COI) in the Philosophy for Children (P4C) Program on Fostering Reasoning Skills in Third Grade Students (Boys) of Nemooneh Dowlati Guidance School of Ahvaz

Abstract

Education in the hermeneneutic perspective

Abstract