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Daniel Asamoah, Masitah Shahrill & Siti Norhedayah Abdul Latif. (2023) Towards developing classroom assessment literacy: Exploring teachers’ approaches to assessment across cultures. Cogent Education 10:2.
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Shi Pu & Hao Xu. (2023) Equity and teachers’ online classroom assessment literacy in China: insights from parental involvement during the COVID-19 pandemic. Asia-Pacific Journal of Teacher Education 51:4, pages 381-394.
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Sören Lüdeke, Bodo Przibilla & Friedrich Linderkamp. (2023) Assessments of class climate by primary school children with externalizing behavior problems – An exploratory study. International Journal of School & Educational Psychology 11:3, pages 298-306.
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Rebecca M. Chory, Kiyana Zhaleh & Masoomeh Estaji. (2022) Perceptions of instructor injustice in COVID-19-imposed online courses: EFL students’ perceptions and experiences in focus. Communication Quarterly 70:5, pages 469-494.
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M. Moninoor Roshid, Shaila Sultana, Mian Md. Naushaad Kabir, Akhter Jahan, Rubina Khan & Md. Zulfeqar Haider. (2022) Equity, fairness, and social justice in teaching and learning in higher education during the COVID-19 pandemic. Asia Pacific Journal of Education 0:0, pages 1-22.
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Amirhossein Rasooli, Hamed Zandi & Christopher DeLuca. (2022) Measuring Fairness and Justice in the Classroom: A Systematic Review of Instruments’ Validity Evidence. School Psychology Review 0:0, pages 1-26.
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Amirhossein Rasooli, Maryam Razmjoee, Joy Cumming, Elizabeth Dickson & Amanda Webster. (2021) Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study. Assessment in Education: Principles, Policy & Practice 28:3, pages 301-321.
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Therese N. Hopfenbeck. (2019) Does a test have to be fair to be valid?. Assessment in Education: Principles, Policy & Practice 26:5, pages 537-540.
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Articles from other publishers (17)
Mohd Elmagzoub Eltahir, Nagaletchimee Annamalai, Arulselvi Uthayakumaran, Samer H Zyoud, Antonia Ramírez García, Viktorija Mažeikienė, Bilal Zakarneh & Najeh Rajeh Al Salhi. (2023) Students’ Experiences of Fairness in Online Assessment: A Phenomenological Study in a Higher Education Institution Context. SAGE Open 13:4.
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Edward Londner, Matthew Dabkowski, Ian Kloo & J. D. Caddell. (2023) The Communication Coefficient Method: A New Faculty Grading Tool Designed to Help Engineering Students Improve Their Technical Communication. IEEE Transactions on Professional Communication 66:2, pages 202-219.
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Cristyne Hebert & Kent LeNouail. (2023) Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies. Canadian Journal of Educational Administration and Policy:202, pages 3-20.
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Amirhossein Rasooli, Abdollah Rasegh, Hamed Zandi & Tahereh Firoozi. (2022) Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study. Journal of Teacher Education 74:3, pages 260-273.
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Zhuldyz S. Turganalina & Kathy L. Malone. (2023) Teachers’ perspectives of national assessment reform in Kazakhstani secondary education. SN Social Sciences 3:3.
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Abdollah Rasegh, Hamed Zandi, Tahereh Firoozi & Amirhossein Rasooli. (2022) Teachers’ conceptions of classroom justice: An empirical study. Social Psychology of Education 26:1, pages 1-24.
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Zeinab Azizi. (2022) Fairness in assessment practices in online education: Iranian University English teachers’ perceptions. Language Testing in Asia 12:1.
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Masoomeh Estaji & Kiyana Zhaleh. (2022) IRANIAN EFL TEACHERS’ EXPECTATIONS AND PERCEPTIONS ABOUT TEACHER CLASSROOM JUSTICE TRAINING. TEFLIN Journal - A publication on the teaching and learning of English 33:2, pages 272.
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Dan Gomez. (2022) Disclosing issues of language assessment in an online platform: A review. International Journal of Research Studies in Education 11:16.
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Feifei Chen & Rohaya Binti Abdullah. (2022) Teacher Cognition and Practice of Educational Equity in English as a Foreign Language Teaching. Frontiers in Psychology 13.
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Ali Darabi Bazvand & Amirhossein Rasooli. (2022) Students’ experiences of fairness in summative assessment: A study in a higher education context. Studies in Educational Evaluation 72, pages 101118.
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Masoomeh Estaji & Kiyana Zhaleh. (2022) The Enactment of Classroom Justice Through Explicit Instruction: Deciphering the Changes in English as a Foreign Language Teachers’ Perceptions and Practices. Frontiers in Psychology 13.
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Frank Giraldo. (2021) Language Assessment Literacy: Insights for Educating English Language Teachers through Assessment. HOW 28:3, pages 78-92.
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Suping Yi, Ruwei Yun, Ximin Duan & Yefeng Lu. (2021) Similar or Different? A Comparison of Traditional Classroom and Smart Classroom’s Teaching Behavior in China. Journal of Educational Technology Systems 49:4, pages 461-486.
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Vimbi Petrus Mahlangu. 2020. Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education. Developing and Supporting Multiculturalism and Leadership Development: International Perspectives on Humanizing Higher Education
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Philipp Sonnleitner & Carrie Kovacs. (2020) Differences Between Students’ and Teachers’ Fairness Perceptions: Exploring the Potential of a Self-Administered Questionnaire to Improve Teachers’ Assessment Practices. Frontiers in Education 5.
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Amirhossein Rasooli, Christopher DeLuca, Abdollah Rasegh & Sajad Fathi. (2019) Students’ critical incidents of fairness in classroom assessment: an empirical study. Social Psychology of Education 22:3, pages 701-722.
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