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ERIC Number: EJ805274
Record Type: Journal
Publication Date: 2008
Pages: 9
Abstractor: As Provided
Reference Count: 49
ISSN: ISSN-0883-2323
Classroom Contribution: What Do Students Perceive as Fair Assessment?
Pepper, Molly B.; Pathak, Seemantini
Journal of Education for Business, v83 n6 p360-368 Jul-Aug 2008
Assigning a grade to students' class contribution may be 1 of the most controversial and difficult challenges that instructors face. The authors examine the perceived fairness of class contribution grading methods from the perspective of the performance appraisal literature. In 2 scenario studies based on actual grading techniques, the authors examined perceptions of fair assessment. Participants were undergraduate students from 2 universities. A theoretical model of procedural justice provided the background. Results indicate that 3 objective aspects of grading--explicitness of grading criteria, frequency of feedback, and proactiveness of instructor techniques--affect perceived fairness. (Contains 2 figures and 4 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A