Exploring secondary teachers’ perceptions of fairness in assessment

Abstract

This mixed-methods study explored secondary school teachers’ perceptions of fairness in assessment practices in Ontario classrooms. This research explored how educators’ practices aligned with fairness principles in the Standards for Educational and Psychological Testing and Ontario Ministry of Education policy documents, particularly Growing Success. An explanatory sequential mixed-methods design was used. In Phase 1, 33 secondary school teachers from northern Ontario completed an anonymous online questionnaire involving hypothetical assessment scenarios. In Phase 2, semi-structured Zoom interviews were conducted with 8 educators to further examine and contextualize the survey findings. Results revealed inconsistencies between teacher assessment practices and established fairness guidelines. Teachers demonstrated substantial variation in assigning final grades to identical student performance profiles, with differences of up to 35 percentage points. Findings also indicated that assessment fairness may be influenced by interpersonal dynamics, as compliant students or those perceived as similar to teachers were more likely to receive favourable consideration. The study concludes that fair assessment practices cannot rely solely on positive pedagogical intentions. Teacher decision-making is shaped by personal beliefs and social contexts in ways that may conflict with fairness principles. The findings highlight the need for clearer, evidence-based guidance from school boards regarding grading practices, and targeted professional development to mitigate construct irrelevant variance as well as implementing culturally responsive assessment approaches.