Student Perceptions of the Fairness of Video Presentation Grading in the Online EFL Classroom

Abstract

This qualitative case study, which employed thematic analysis, explores student perceptions about the fairness of grading video presentations in an online EFL Korean classroom. The study surveyed 145 students about their attitudes towards the fairness of grading for video presentations using three open-ended questions. To better understand the students’ thoughts, they were asked what most affected the fairness of grading live versus video presentations. It found that students believed that the use of video presentations in the required classroom was fair. The students cited a clear, understandable rubric, hard work resulting in the deserved grade, the best material could be submitted, the video could demonstrate ability without nerves, and the teachers’ grading as reasons the grading was deemed fair. There were also some negative perceptions related to the fairness of grading. The two registered were using cheats and not having a fair playing field in terms of technology. The study also found that the main factors affecting video versus live presentations were the fear of live presentations, preparation time, technology use, and the teachers’ grading. The results from the survey indicated that student-produced video presentations should be considered in the future.

Hybrid data analytic technique for grading fairness

“…They evaluated the fairness of prediction models via both true positive rate (well-performing students) and true negative rate (students who need help) metrics that represent the equity of opportunity. Copeland (2021) surveyed student attitudes about the grading fairness of video presentations and found that a clear rubric explained before the homework and posted so that students can see and understand improved the perceived fairness of grading. Friedler et al (2008) developed a visualization tool to help teachers explore the relationships of particular students to classes to have fairer assessment.…”