Earticle

초록

영어

Fairness and justice are key aspects in the evaluation of language assessments. In this paper, I argue that fairness and justice are subjective perceptions of test takers. Consistent with Kunnan (2018), fairness was conceived as a test quality, while justice was a quality of the social entity administering the test; which in this study was the language program. Test fairness was conceptualized as a multidimensional construct—distributive fairness (how fairly learners perceive their score relative to their effort) procedural fairness (equality of procedures administered during the assessment), interactional fairness (respectful interpersonal treatment of the students by the test administrator), and informational fairness (how fairly information about the assessment and its procedures were provided). In total, 83 university L2 learners in Taiwan completed an online questionnaire gauging perceptions of a single test administration. Regression analysis revealed that procedural and interactional fairness were predictive of justice perceptions of the language program. Distributive fairness shared a relationship with justice perceptions but was not predictive. These findings suggest that participants made justice judgments of their language programs based on how fairly the procedures used to administer a single test were carried out and how respectfully the instructor administering the test treated them.

목차

Abstract
Introduction
Fairness and Justice in Language Testing
Dimensions of Classroom Assessment Fairness
Conceptual Framework
Methodology
Participants
Instruments and Procedure
Results
Discussion
Conclusion and Future Directions
Acknowledgements
The Author
References
Appendix

키워드

저자

• Matthew P. Wallace [ University of Macau ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  The Journal of AsiaTEFL

• 간기

  계간

• pISSN

  1738-3102

• eISSN

  2466-1511

• 수록기간

  2004~2026

• 등재여부

  SCOPUS,KCI 등재

• 십진분류

  KDC 740 DDC 420