Studies in Education Evaluation journal publishes the article “Fair assessment: A phenomenographic study on teachers’ conceptions” by F. Javier Murillo and Nina Hidalgo

Studies in Education Evaluation journal publishes the article “Fair assessment: A phenomenographic study on teachers’ conceptions” by F. Javier Murillo, Chairholder, and Nina Hidalgo, Technical Secretary of the Chair. This research, which is framed under the Educational Evaluation for Social Justice workstream, focuses on understanding teachers’ conceptions of what constitutes a fair evaluation, and thus exploring to what extent the conceptions have an effect on what happens in practice.

The participants were 30 teachers in primary/secondary schools in Spain and the results show that teachers’ conceptions of fair evaluation were divided, some more related to the principle of equality and others to equity. The conclusion of this study highlights the influence of the school context on teachers’ conceptions of what constituted a fair evaluation (in the investigation, there were 15 teachers who worked in schools located in low socioeconomic contexts and 15 who were in environments of high socioeconomic status).

The complete reference is: 

Murillo, F. J., & Hidalgo, N.(2020). Fair student assessment: A phenomenographic study on teachers’ conceptions. Studies in Educational Evaluation, 65, 1-10. https://doi.org/10.1016/j.stueduc.2020.100860