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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
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED639898
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  Data: Considerate, Unfair, or Just Fatigued? Examining Factors That Impact Teacher
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  Data: Institute of Education Sciences (ED)<br />National Science Foundation (NSF)<br />Office of Postsecondary Education (ED)<br />Office of Elementary and Secondary Education (OESE) (ED), Education Innovation and Research (EIR)<br />Office of Naval Research (ONR) (DOD)
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  Label: Abstract
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  Data: 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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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED639898
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    Languages:
      – Text: English
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      Pagination:
        PageCount: 10
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Middle School Mathematics
        Type: general
      – SubjectFull: Middle School Students
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      – SubjectFull: Educational Assessment
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      – SubjectFull: Scoring
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      – SubjectFull: Best Practices
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      – SubjectFull: Performance Factors
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      – SubjectFull: Teacher Influence
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      – SubjectFull: Confidentiality
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      – TitleFull: Considerate, Unfair, or Just Fatigued? Examining Factors That Impact Teacher
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