Considerate, Unfair, or Just Fatigued? Examining Factors That Impact Teacher
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| Title: | Considerate, Unfair, or Just Fatigued? Examining Factors That Impact Teacher |
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| Language: | English |
| Authors: | Ashish Gurung, Anthony F. Botelho, Russell Thompson, Adam C. Sales, Sami Baral, Neil T. Heffernan |
| Source: | Grantee Submission. 2022. |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Science Foundation (NSF) Office of Postsecondary Education (ED) Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR) Office of Naval Research (ONR) (DOD) |
| Contract Number: | R305N210049 R305D210031 R305A170137 R305A170243 R305A180401 R305A120125 2118725 2118904 1950683 1917808 1931523 1940236 1917713 1903304 1822830 1759229 1724889 1636782 1535428 P200A180088 P200A150306 U411B190024 S411B210024 N000141812768 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Equal Education, Middle School Mathematics, Middle School Students, Educational Assessment, Scoring, Best Practices, Performance Factors, Teacher Influence, Confidentiality |
| Abstract: | It is particularly important to identify and address issues of fairness and equity in educational contexts as academic performance can have large impacts on the types of opportunities that are made available to students. While it is always the hope that educators approach student assessment with these issues in mind, there are a number of factors that likely impact how a teacher approaches the scoring of student work. Particularly in cases where the assessment of student work requires subjective judgment, as in the case of open-ended answers and essays, contextual information such as how the student has performed in the past, general perceptions of the student, and even other external factors such as fatigue may all influence how a teacher approaches assessment. While such factors exist, however, it is not always clear how these may introduce bias, nor is it clear whether such bias poses measurable risks to fairness and equity. In this paper, we examine these factors in the context of the assessment of student answers to open response questions from middle school mathematics learners. We observe how several factors such as context and fatigue correlate with teacher-assigned grades and discuss how learning systems may support fair assessment. [This paper was published in: "Proceedings of the 30th International Conference on Computers in Education," edited by S. Iyer et al., Asia-Pacific Society for Computers in Education, 2022.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED639898 |
| Database: | ERIC |
| Abstract: | It is particularly important to identify and address issues of fairness and equity in educational contexts as academic performance can have large impacts on the types of opportunities that are made available to students. While it is always the hope that educators approach student assessment with these issues in mind, there are a number of factors that likely impact how a teacher approaches the scoring of student work. Particularly in cases where the assessment of student work requires subjective judgment, as in the case of open-ended answers and essays, contextual information such as how the student has performed in the past, general perceptions of the student, and even other external factors such as fatigue may all influence how a teacher approaches assessment. While such factors exist, however, it is not always clear how these may introduce bias, nor is it clear whether such bias poses measurable risks to fairness and equity. In this paper, we examine these factors in the context of the assessment of student answers to open response questions from middle school mathematics learners. We observe how several factors such as context and fatigue correlate with teacher-assigned grades and discuss how learning systems may support fair assessment. [This paper was published in: "Proceedings of the 30th International Conference on Computers in Education," edited by S. Iyer et al., Asia-Pacific Society for Computers in Education, 2022.] |
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