Fairness in classroom assessment: development and validation of a questionnaire

Abstract Although fairness in assessment practices has gained noticeable attention over the recent years, there been a long-lasting study to design and validate questionnaire measure it from psychometric perspective. Thus, this aims develop with adequate properties classroom assessment. Using random sampling method, two samples of male female university students for first pilot ( n = 128) second 360) were selected Ayatollah Borujerdi University Lorestan University. Drawing on past literature, pool items 118) extracted subjected 12-step systematic procedure, including content analysis sampling; creating an item bank; running pilot; one; expert judgment evaluate sub-scales; interview think-aloud protocol; Cronbach’s alpha; exploratory factor analysis, confirmatory two; review; translation quality check. Findings yielded 110-item 10 sub-scales: learning materials (18 items); test (24 opportunities demonstrate (8 administration (21 grading (11 offering feedback (6 tests results interpretation (5 decisions based (3 consequences (4 students’ fairness-related beliefs attitudes (10 items). The hope is that can serve research educational purposes.