Fair high-stakes assessment in the long shadow of Covid-19
Bibliographic Data
| ID | 23211885 |
|---|---|
| Authors | Isabel Nisbet (University of Cambridge), Stuart Shaw (0000-0001-5667-5822, University of Cambridge, corresponding author) |
| Year | 2022 |
| Volume | 29 |
| Issue | 5 |
| Pages | 518-533 |
| Publication date | 2022-09-03 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment in Education: Principles, Policy & Practice (JOURNAL) |
| Journal identifiers | ISSN: 0969-594X • E-ISSN: 1465-329X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/0969594x.2022.2067834 |
| OpenAlex | W4224240073 |
| Language | EN |
| Citations received | 6 |
| References cited | 13 |
Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public – not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or university. This is in a context of continued awareness of inequalities in society and their impact on education and assessment. And on top of all these questions has been the impact – and the continuing long shadow – of Covid. Can there be fair assessment in such an unfair world?We consider three types of challenge to fair assessment:•Theoretical challenges•Challenges from thinking about social justice•Challenges from the way that statistics were used to award assessment outcomes in 2020 (particularly in England)
Context (archaeology) · Coronavirus disease 2019 (COVID-19) · Economic Justice · Medical education · Political science · Public relations · Scrutiny · Shadow (psychology) · Sociology · Education Discipline and Inequality · History · Law · Medicine · Political Philosophy and Ethics · Psychology
Introducing technologies into national large-scale testing
Examining the effects of the Covid-19 pandemic and professional development on teachers’ grade repetition beliefs and practice
The washback effect of external assessments and the Covid-19 pandemic
Attitudes toward classroom justice of student teachers who were trained before the Covid-19 pandemic and student teachers who were trained following the pandemic
Justice-oriented assessment in immigrant serving schools
A structured discussion of the fairness of GCSE and A level grades in England in summer 2020 and 2021
| Citations per year | 3 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |