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Preservice teachers' assessment decisions: Exploring the role of fairness conceptions.

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Title: Preservice teachers' assessment decisions: Exploring the role of fairness conceptions.
Authors: Rasooli, Amirhossein (AUTHOR), Holden, Michael (AUTHOR), Sinval, Jorge (AUTHOR)
Source: British Educational Research Journal. Oct2025, Vol. 51 Issue 5, p2450-2473. 24p.
Subjects: Fairness, Student teachers, Grading of students, Exploratory factor analysis, Judgment (Psychology), Student cheating
Abstract: Teachers' conceptions of fairness influence their approaches to assessment. Perceptions of fairness underpin how teachers legitimate their values and provide reasons for teachers to defend assessment decisions and actions. This study therefore examined fairness conceptions at a critical stage in teachers' journey towards assessment capacity: their perceptions as teacher candidates. Specifically, we investigated 228 preservice teachers' conceptions of assessment fairness using the Classroom Assessment Fairness Inventory (CAFI). The results of an exploratory factor analysis (EFA) showed four factors: assessment communication acts, grading decisions, responses to cheating and firm assessment decisions. These factors highlighted the domains and underpinning principles of fairness that participating preservice teachers used to evaluate issues of fairness in assessment. The results provide initial empirical foundations to promote nuanced understandings of fairness in assessment education. [ABSTRACT FROM AUTHOR]
Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Preservice teachers' assessment decisions: Exploring the role of fairness conceptions.
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  Data: <searchLink fieldCode="AR" term="%22Rasooli%2C+Amirhossein%22">Rasooli, Amirhossein</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Holden%2C+Michael%22">Holden, Michael</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Sinval%2C+Jorge%22">Sinval, Jorge</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22British+Educational+Research+Journal%22">British Educational Research Journal</searchLink>. Oct2025, Vol. 51 Issue 5, p2450-2473. 24p.
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  Data: <searchLink fieldCode="DE" term="%22Fairness%22">Fairness</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br /><searchLink fieldCode="DE" term="%22Exploratory+factor+analysis%22">Exploratory factor analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+%28Psychology%29%22">Judgment (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+cheating%22">Student cheating</searchLink>
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  Label: Abstract
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  Data: Teachers' conceptions of fairness influence their approaches to assessment. Perceptions of fairness underpin how teachers legitimate their values and provide reasons for teachers to defend assessment decisions and actions. This study therefore examined fairness conceptions at a critical stage in teachers' journey towards assessment capacity: their perceptions as teacher candidates. Specifically, we investigated 228 preservice teachers' conceptions of assessment fairness using the Classroom Assessment Fairness Inventory (CAFI). The results of an exploratory factor analysis (EFA) showed four factors: assessment communication acts, grading decisions, responses to cheating and firm assessment decisions. These factors highlighted the domains and underpinning principles of fairness that participating preservice teachers used to evaluate issues of fairness in assessment. The results provide initial empirical foundations to promote nuanced understandings of fairness in assessment education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of British Educational Research Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1002/berj.4181
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        Text: English
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        Type: general
      – SubjectFull: Student teachers
        Type: general
      – SubjectFull: Grading of students
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      – SubjectFull: Exploratory factor analysis
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      – SubjectFull: Judgment (Psychology)
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      – SubjectFull: Student cheating
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              Text: Oct2025
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