Acaba de publicarse el artículo “Fair student assessment: A phenomenographic study on teachers’ conceptions”, elaborado con Nina Hidalgo, en la revista Studies in Educational Evaluation
La referencia completa es:
Murillo, F. J. e 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
This research focuses on understanding teachers’ conceptions of what constitutes a fair assessment. In recent decades the number of studies seeking to learn about teachers’ conceptions on assessment has multiplied. The idea is simple, and involves the extent to which conceptions have an effect on what happens in practice. With this aim, a phenomenographic study was carried out to understand what is a fair assessment from teachers’ perspectives. Despite the importance of conducting phenomenographic studies in education, in Spain hardly any studies have used this methodology. Participants were 30 teachers at primary/secondary schools in Spain. The results show that teachers’ conceptions of fair assessment were divided, some being more closely 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 constitutes fair assessment (in the research, there were 15 teachers who worked in schools located in low socioeconomic status contexts and 15 who were in high socioeconomic status environments).