Proposal Title
Deconvoluting students’ perceptions of fairness for midterms across majors
Session Type
Presentation
Room
FNB 1220
Start Date
4-7-2019 2:00 PM
Keywords
Fairness, perceptions, statistics, regression
Abstract
We uncover correlations between students’ ratings of midterm fairness and several factors: the grade received, the grade expected, and students’ Likert ratings of their preparedness, and the test’s perceived difficulty and reflection of the course material. A median discrimination index, MDI, used as a rough proxy of exam quality, and also considered.
The results thus far illustrate that the jaded opinions of students sometimes overheard in hallways lacks credence. Generally, students’ perceptions of exam fairness were not found to correlate with the grade they received, or the difference between their predicted grade versus their assigned grade (all p > 0.1). The midterm’s median discrimination index, as well as students’ perceptions of difficulty, and representativeness, all showed significant correlations to fairness perceptions (all p < 0.01) in reasonably large effect sizes.
Elements of Engagement
Open discussion about fairness perceptions differing between course subjects
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Deconvoluting students’ perceptions of fairness for midterms across majors
FNB 1220
We uncover correlations between students’ ratings of midterm fairness and several factors: the grade received, the grade expected, and students’ Likert ratings of their preparedness, and the test’s perceived difficulty and reflection of the course material. A median discrimination index, MDI, used as a rough proxy of exam quality, and also considered.
The results thus far illustrate that the jaded opinions of students sometimes overheard in hallways lacks credence. Generally, students’ perceptions of exam fairness were not found to correlate with the grade they received, or the difference between their predicted grade versus their assigned grade (all p > 0.1). The midterm’s median discrimination index, as well as students’ perceptions of difficulty, and representativeness, all showed significant correlations to fairness perceptions (all p < 0.01) in reasonably large effect sizes.