An Exploratory Study of Student Perceptions of Which Classroom Policies Are Fairest

Abstract

Fairness is a critical issue in the educational setting, and the research is unified in the view that professors need to be fair in setting course policies and procedures. However, many unanswered questions still remain as to which specific classroom policies and procedures students find fair or unfair. This study explores student perceptions of which course policies provide the fairest treatment for all students in a college class. In addition, we also investigate the presence of a relationship between students' locus of control and their perceptions of the fairest course policies. Data were provided by 254 undergraduate students enrolled in sections of an introductory operations management course or an introductory management information systems course. As an initial, exploratory study in this specific area, eight common classroom policy situations were investigated. Although, not surprisingly, all students did not agree on which policy was the fairest for any given classroom situation, we were able to identify those policies considered fairest by the most students. The results can help professors develop course policies that improve students' perceptions of fairness in the college classroom.

Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory

“…Their findings defied the established beliefs that perception of fairness is merely driven by perception of justice; rather, they demonstrated that charismatic qualities also predict the evaluation of fairness significantly. Similar findings have also been reported in the literature of classroom fairness in relation to the influence of learning styles(Crosthwaite, Bailey, & Meeker, 2015) and personality types(Duplaga & Astani, 2010) on students' perception of fairness. For example,Crosthwaite et al (2015) detected that students…”

Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond

“…Similarly, 89 percent of students in a qualitative exploration on what classroom procedures they perceive (un)fair reported that homework collection schedule should be notified earlier (Duplaga & Astani, 2010).…”

“…Although we have described just one domain (e.g., grading) where each principles of procedural justice were applied, studies have demonstrated that students generally apply principles of procedural justice in domains such as attendance policy (Houston & Bettencourt, 1999), course work load (Horan et al, 2010;Rodabaugh, 1994;Whitley et al, 2000), make-up policies (Horan et al, 2010), missed work policies (Houston & Bettencourt, 1999), tests (Gordon & Fay, 2010;Houston & Bettencourt, 1999;Pepper & Pathak, 2008), feedback provision (Whitley et al, 2000), and sanctions for cheating on an exam (Duplaga & Astani, 2010). For example, Seevers, Rowe, and Skinner (2014) examined the transparency of feedback (i.e.…”

“…Students' fairness-related beliefs (i.e., factors that indirectly alter students' perception of fairness derived by application of fairness principles) work closely with other fairness dimensions to shape students' experiences of fairness. Three sub-themes were found as related to students' beliefs about fairness: belief in a just world, beliefs about the meaning of learning, and locus of control (Duplaga & Astani, 2010;Peter & Dalbert, 2010;Thorkildsen, Nolen, & Fournier, 1994). Extensive research has been conducted into belief in a just world, connecting students' belief systems to fairness perceptions (Alt, 2015;Alt & Itzkovich, 2015;Donat, Dalbert, & Kamble, 2014;Human-Vogel & Morkel, 2017;Peter & Dalbert, 2010;Peter, Dalbert, Kloeckner, & Radant, 2013;Peter, Kloeckner, Dalbert, & Radant, 2012).…”

Exploring Correlates of Business Undergraduates’ Closed Versus Open Grading Assessment Learning Perceptions

“…Across eight potential classroom situations using a sample of business undergraduates, Duplaga and Astani (2010) explored which classroom policy statement within each situation provided the fairest treatment for all students in class. The eight situations were: attendance, collection and grading of homework, extra credit, late assignments, make-up exams, make-up quizzes, sanctions imposed for cheating on a quiz, and sanctions imposed for cheating on an exam.…”