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Upholding Classroom-Based Assessment Fairness in Times of COVID-19: Voices From Test-Takers
Abstract
Fairness and justice are two critical aspects to be considered while evaluating language assessments. The ranging pandemic worldwide, however, has posed immediate challenges to face-to-face teaching and classroom-based assessment, particularly for those employing traditional paper-and-pencil exams. Very little is known about teachers' assessment practices and such practices' usefulness in maintaining classroom-based assessment fairness in the time of COVID-19. As a response, this chapter explored teachers' assessment practices, teachers' strategies for upholding assessment fairness, and students' perceptions of such strategies' effectiveness in maintaining assessment fairness, from the standpoint of test-takers. Interview data suggested that teachers did consider fairness and justice issues when designing, developing, and administering classroom-based assessments in times of COVID-19, such as diversifying the assessment forms. The results call for sophisticated designs of assessment forms to maintain assessment fairness from test-taker perspectives.
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