ABSTRACT
School teachers often involve parents to assist in online assessment, but parental involvement can violate equity principles when not carefully monitored. In this article, we analyse types of parental involvement in online classroom assessment resulting from teachers’ requests, and discuss how such requests may impact on educational equity. Our data sets are interviews with 45 teachers and 33 parents, supplemented by recorded online teaching videos and students’ written and oral works. The findings reveal that providing equal opportunities for students’ learning is not yet at the forefront of teachers’ minds when they make decisions regarding parental involvement. On that basis, we discuss the necessity and difficulties of incorporating the principle of equity into teachers’ online classroom assessment literacy in contemporary China.
Acknowledgments
We thank the editors and the anonymous reviewers for their critical and constructive feedback.
Disclosure statement
No potential conflict of interest was reported by the author(s).
Ethics statement
All teacher and parent participants gave clear and formal consent to their participation in the study during our first contact. Official ethical approval has also been obtained from the authors’ institution.
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Notes on contributors
Shi Pu
Shi PU is Lecturer at Beijing Foreign Studies University. Her research interests include foreign language curriculum and instruction, critical thinking, and academic literacy.
Hao Xu
Hao XU is Professor at Beijing Foreign Studies University. His research interests include second language acquisition and language teacher education.