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Ensuring Procedural and Interactional Classroom Justice in Non-Western Higher Education Assessment Practices
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DOI：10.66224/johepal.7.1.94.png)
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Abstract
En 中文
Using fair ways to check student work is particularly important for making students feel trust, want to do well, and be interested in learning. This writing looks at how students in textile and computer engineering feel about how they are graded in class. Based on concepts related to what is just within teams, the essay explores how transparency, treating everyone equally, avoiding bias, and offering useful advice influence the students' opinions on the justness of the grades they receive. The study used a mix of ways to collect information, including surveys from four hundred students and talking with sixteen groups of students; it found that not having clear rules for grading and not using the rules the same way all the time makes students trust less and not want to do as well. On the other hand, giving feedback quickly and explaining it well, along with teachers talking to students in a subtle way, really makes students more interested and feel that the grading methods are fair. The writing ends with ideas for things that Indian engineering schools can do, such as making clear rules for grading, letting students help make the rules, and teaching teachers how to give feedback that respects different cultures.
Keywords:
Classroom Justice
Procedural Fairness
Interactional Fairness
Non-Western Higher Education
Student Perceptions
Assessment Policy
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0.7
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22
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