Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context
Online assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspecti...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
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SAGE Publications Inc.
2023
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| Subjects: | |
| Online Access: | https://umpir.ump.edu.my/id/eprint/44264/ |
| _version_ | 1848827320240963584 |
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| author | Eltahir, Mohd Elmagzoub Annamalai, Nagaletchimee Uthayakumaran, Arulselvi Zyoud, Samer H. García, Antonia Ramírez Mažeikienė, Viktorija Zakarneh, Bilal Ibrahim Al Salhi, Najeh Rajeh |
| author_facet | Eltahir, Mohd Elmagzoub Annamalai, Nagaletchimee Uthayakumaran, Arulselvi Zyoud, Samer H. García, Antonia Ramírez Mažeikienė, Viktorija Zakarneh, Bilal Ibrahim Al Salhi, Najeh Rajeh |
| author_sort | Eltahir, Mohd Elmagzoub |
| building | UMP Institutional Repository |
| collection | Online Access |
| description | Online assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspective of social psychology theory that emphasizes distributional, procedural, and interaction justice. The study selected participants through purposive sampling techniques. Distributional justice revealed that grading seems fair when students experience multiple assessments, clear rubrics, and effective feedback from lecturers. In distributional justice students experience injustice when there are unclear expectations of assessment. Regarding procedural justice, students’ unfairness was related to limited time, technical problems, and unclear assessment expectations. Interactional justice was related to privacy in communicating grades and weak interaction during the assessment. These results emphasize the importance of understanding the elements that influence students’ views of fairness and methods to improve assessment during online assessment in a university setting. |
| first_indexed | 2025-11-15T03:58:50Z |
| format | Article |
| id | ump-44264 |
| institution | Universiti Malaysia Pahang |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-15T03:58:50Z |
| publishDate | 2023 |
| publisher | SAGE Publications Inc. |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | ump-442642025-09-22T08:43:01Z https://umpir.ump.edu.my/id/eprint/44264/ Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context Eltahir, Mohd Elmagzoub Annamalai, Nagaletchimee Uthayakumaran, Arulselvi Zyoud, Samer H. García, Antonia Ramírez Mažeikienė, Viktorija Zakarneh, Bilal Ibrahim Al Salhi, Najeh Rajeh LB2300 Higher Education Q Science (General) Online assessment is a new introduction in many developing countries during the COVID-19 pandemic, including Malaysia, Lithuania, and Spain. The current study conducted a phenomenology study to probe insights about fairness in online assessment. The interview data were interpreted from the perspective of social psychology theory that emphasizes distributional, procedural, and interaction justice. The study selected participants through purposive sampling techniques. Distributional justice revealed that grading seems fair when students experience multiple assessments, clear rubrics, and effective feedback from lecturers. In distributional justice students experience injustice when there are unclear expectations of assessment. Regarding procedural justice, students’ unfairness was related to limited time, technical problems, and unclear assessment expectations. Interactional justice was related to privacy in communicating grades and weak interaction during the assessment. These results emphasize the importance of understanding the elements that influence students’ views of fairness and methods to improve assessment during online assessment in a university setting. SAGE Publications Inc. 2023-10 Article PeerReviewed pdf en cc_by_4 https://umpir.ump.edu.my/id/eprint/44264/1/Students%E2%80%99%20experiences%20of%20fairness%20in%20online%20assessment.pdf Eltahir, Mohd Elmagzoub and Annamalai, Nagaletchimee and Uthayakumaran, Arulselvi and Zyoud, Samer H. and García, Antonia Ramírez and Mažeikienė, Viktorija and Zakarneh, Bilal Ibrahim and Al Salhi, Najeh Rajeh (2023) Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context. SAGE Open, 13 (4). pp. 1-13. ISSN 2158-2440. (Published) (Preface) https://doi.org/10.1177/21582440231209816 https://doi.org/10.1177/21582440231209816 https://doi.org/10.1177/21582440231209816 |
| spellingShingle | LB2300 Higher Education Q Science (General) Eltahir, Mohd Elmagzoub Annamalai, Nagaletchimee Uthayakumaran, Arulselvi Zyoud, Samer H. García, Antonia Ramírez Mažeikienė, Viktorija Zakarneh, Bilal Ibrahim Al Salhi, Najeh Rajeh Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context |
| title | Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context |
| title_full | Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context |
| title_fullStr | Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context |
| title_full_unstemmed | Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context |
| title_short | Students’ experiences of fairness in online assessment: A phenomenological study in a higher education institution context |
| title_sort | students’ experiences of fairness in online assessment: a phenomenological study in a higher education institution context |
| topic | LB2300 Higher Education Q Science (General) |
| url | https://umpir.ump.edu.my/id/eprint/44264/ https://umpir.ump.edu.my/id/eprint/44264/ https://umpir.ump.edu.my/id/eprint/44264/ |