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Export Reference (APA) 
Rasooli, A., Holden, M. & Sinval, J. (2025). Preservice teachers' assessment decisions: Exploring the role of fairness conceptions. British Educational Research Journal. 51 (5), 2450-2473
Export Reference (IEEE) 
A. Rasooli et al.,  "Preservice teachers' assessment decisions: Exploring the role of fairness conceptions", in British Educational Research Journal, vol. 51, no. 5, pp. 2450-2473, 2025
Export BibTeX 
@article{rasooli2025_1768393955746,
	author = "Rasooli, A. and Holden, M. and Sinval, J.",
	title = "Preservice teachers' assessment decisions: Exploring the role of fairness conceptions",
	journal = "British Educational Research Journal",
	year = "2025",
	volume = "51",
	number = "5",
	doi = "10.1002/berj.4181",
	pages = "2450-2473",
	url = "https://bera-journals.onlinelibrary.wiley.com/journal/14693518"
}
Export RIS 
TY  - JOUR
TI  - Preservice teachers' assessment decisions: Exploring the role of fairness conceptions
T2  - British Educational Research Journal
VL  - 51
IS  - 5
AU  - Rasooli, A.
AU  - Holden, M.
AU  - Sinval, J.
PY  - 2025
SP  - 2450-2473
SN  - 0141-1926
DO  - 10.1002/berj.4181
UR  - https://bera-journals.onlinelibrary.wiley.com/journal/14693518
AB  - Teachers' conceptions of fairness influence their approaches to assessment. Perceptions of fairness underpin how teachers legitimate their values and provide reasons for teachers to defend assessment decisions and actions. This study therefore examined fairness conceptions at a critical stage in teachers' journey towards assessment capacity: their perceptions as teacher candidates. Specifically, we investigated 228 preservice teachers' conceptions of assessment fairness using the Classroom Assessment Fairness Inventory (CAFI). The results of an exploratory factor analysis (EFA) showed four factors: assessment communication acts, grading decisions, responses to cheating and firm assessment decisions. These factors highlighted the domains and underpinning principles of fairness that participating preservice teachers used to evaluate issues of fairness in assessment. The results provide initial empirical foundations to promote nuanced understandings of fairness in assessment education.
ER  -