ABSTRACT

Fairness in assessment has become increasingly topical and controversial in recent years. Assessment theoreticians are writing more about fairness and assessment practitioners have developed processes and good practice to minimise unfairness. There is also increased scrutiny by students, parents and the wider public – not only of the fairness of assessments themselves and their outcomes, but of their use, notably for selection for college or university. This is in a context of continued awareness of inequalities in society and their impact on education and assessment. And on top of all these questions has been the impact – and the continuing long shadow – of Covid. Can there be fair assessment in such an unfair world?

We consider three types of challenge to fair assessment:

•Theoretical challenges

•Challenges from thinking about social justice

•Challenges from the way that statistics were used to award assessment outcomes in 2020 (particularly in England)

摘要

近年来，评估的公平性越来越受到关注和争议。评估理论家正在撰写更多关于公平的文章，而评估从业者已经制定了流程和良好实践来最大程度地减少不公平。学生、家长和广大公众的审查也越来越严格——不仅是评估本身及其结果的公平性，还有评估的使用，特别是在学院或大学的选拔方面。这是在持续意识到社会不平等及其对教育和评估的影响的背景下进行的。除了所有这些问题之外，还有 Covid 的影响——以及持续的长影。如此不公平的世界，还能有公正的评价吗？

我们考虑三种类型的公平评估挑战：

•理论挑战

•思考社会正义的挑战

•2020 年统计数据用于评估评估结果的方式所带来的挑战（尤其是在英格兰）