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The impact of online assessment challenges on assessment principles during COVID-19 in Oman

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Fairness in Classroom Assessment: A Systematic Review

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Teachers’ Conceptions of Fairness in Classroom Assessment: An Empirical Study

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Women in STEM in Higher Education

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Fairness in assessment practices in online education: Iranian University English teachers’ perceptions

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Chinese EFL Students' Perceptions of Classroom Justice: The Impact of Teachers' Caring and Immediacy

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Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education

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Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study

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Equity, fairness, and social justice in teaching and learning in higher education during the COVID-19 pandemic

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A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

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Understanding Classroom Assessment Practices and Learning Motivation in Secondary EFL Students

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An Expanded Ethical Decision-making Model to Resolve Ethical Dilemmas in Assessment

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Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment

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Teachers’ Perceptions, Experiences, and Challenges of Incorporating Justice in English as a Foreign Language Classrooms

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Conceptions of classroom assessment and approaches to grading: teachers’ and students’ perspectives

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Fairness in classroom assessment: development and validation of a questionnaire

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Gender Perspective in STEM Disciplines in Spain Universities

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School accountability and its relationship with learning outcomes: A systematic literature review

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Artificial Intelligence Models for Assessing the Evaluation Process of Complex Student Projects

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A Critical Review of Fairness from Multiple Perspectives: Implications for Classroom Assessment Theory

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Shaping Future Directions for Breakdance Teaching

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Perceptions of instructor injustice in COVID-19-imposed online courses: EFL students’ perceptions and experiences in focus

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Trustworthiness of Teacher Assessment and Decision-Making: Reframing the Consistency and Accuracy Measures

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Personality and Reputation: A Complex Relationship in Virtual Environments

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A scoping review of knowledge syntheses in the field of evaluation across four decades of practice

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Inclusion of the gender equality sustainable development goal in engineering teaching and research

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Necessary but problematic: Chinese university English teachers’ perceptions and practices of assessing class participation

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Develop a formative assessment protocol to examine the practice of Popping dance in students online learning

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What ethical requirements should be considered in language classroom assessment? insights from high school students

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Teachers’ conceptions of classroom justice: An empirical study

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Fairness in language classroom assessment practices: what do EFL teachers underscore?

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What does the international literature say about assessment practice for equitable learning outcomes for educationally disadvantaged high school students?

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IRANIAN EFL TEACHERS’ EXPECTATIONS AND PERCEPTIONS ABOUT TEACHER CLASSROOM JUSTICE TRAINING

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Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics

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Commentary: Where Does Classroom Assessment Fit in Educational Measurement?

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Preservice teachers' assessment decisions: Exploring the role of fairness conceptions

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Understanding students’ perceptions of fairness in group work assessment: key conditions and implications

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CoGrader: Transforming Instructors' Assessment of Project Reports through Collaborative LLM Integration

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Principles for effective, equitable classroom assessment

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Fairness matters in higher education: Student classroom justice perceptions and behavioral responses

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Fairness of Classroom Assessment Approach: Perceptions from EFL Students and Teachers

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Digital Module 33: Fairness in Classroom Assessment: Dimensions and Tensions

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