Open AccessStudent perspective on fairness of assessment in mathematics classroom
Author(s) -
Sri Nurhayati,
Tatang Herman
Publication year - 2020
Publication title -
journal of physics. conference series
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.21
H-Index - 85
eISSN - 1742-6596
pISSN - 1742-6588
DOI - 10.1088/1742-6596/1469/1/012155
Subject(s) - perspective (graphical) , referral , mathematics education , theme (computing) , psychology , pedagogy , mathematics , computer science , medicine , nursing , geometry , operating system
An appropriate assessment that can show specifically the ability of students is something that is expected can be felt by students. Therefore there must be a fair assessment in an authentic assessment conducted on students. We report the results of case studies on student perspectives related to seven themes of fairness assessment that aim to investigate students’ perspectives on the assessment of fairness in mathematics classes. We developed 20 questions related to fairness theme indicators and were given to five 11th grade high school students (15-17 years) from one of the referral schools in suburban areas in West Java. The results of this study illustrate that not all indicators of fairness are felt by students and the acquisition of student values influences their sense of fairness. This shows that the fairness of assessments in math classes is still lacking even in schools with referral school categories (implement authentic assessments).