Language Classroom Assessment Fairness: Perceptions from Students

Autor/inn/en	Wallace, Matthew P.; Qin, Coral Yiwei
Titel	Language Classroom Assessment Fairness: Perceptions from Students
Quelle	In: LEARN Journal: Language Education and Acquisition Research Network, 14 (2021) 1, S.492-521 (30 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2630-0672
Schlagwörter	Student Attitudes; Second Language Learning; Second Language Instruction; Culture Fair Tests; Language Tests; Scores; Performance; English (Second Language); College Students; Teacher Student Relationship; Ethics; Testing; Structural Equation Models; Language Teachers; Foreign Countries; Reading Tests; Listening Comprehension Tests; Macau + Suchen Sie Ihr Suchwort? Schülerverhalten; Zweitsprachenerwerb; Fremdsprachenunterricht; Language test; Sprachtest; Achievement; Leistung; English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Ethik; Testdurchführung; Testen; Language teacher; Sprachunterricht; Ausland; Lesetest; Hörverstehensübung
Abstract	This study investigated second language learners' fairness perceptions of a classroom-based language test and whether those perceptions were predictive of justice judgments of their language program. Classroom test fairness was conceptualized as a multidimensional construct, consisting of distributive fairness (how fairly test scores represent performance), procedural fairness (how equally test procedures are applied), and interactional fairness (how respectful communication is between students and teachers during a test). In total, 192 Chinese EFL learners at a university in Macau completed an online questionnaire eliciting their fairness and justice perceptions of a single testing event. The students reported that their test administration was procedurally and interactionally fair, but were neutral about its distributive fairness. Results from structural equation modeling indicated that the students made justice judgments about their language programs based on how respectfully the teachers communicated with them during the testing event (interactional fairness) and how fairly their score represented their performance (distributive fairness). Perceptions of procedural fairness was not predictive of language program justice, but it was predictive of how fairly students viewed their scores. The findings suggest that language teachers should ensure that their test administrations have distributive, procedural, and interactional fairness. (As Provided).
Anmerkungen	Language Institute of Thammasat University. The Prachan Campus, 2 Prachan Road, Bangkok 10200 Thailand. e-mail: learnjournal@gmail.com; Web site: https://www.tci-thaijo.org/index.php/learn
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01