Cross-cultural perspectives on fairness in classroom assessment
A scoping review
DOI:
https://doi.org/10.32674/j2y66145Keywords:
Classroom assessment, fairness perceptions, cross-cultural comparisonAbstract
This scoping review explores cross-cultural differences in students’ perceptions of procedural and interactional fairness in classroom assessment (CA), using organizational justice theory. A systematic search of five databases (1965–2023) identified 34 relevant studies, primarily from Western (e.g., U.S., Canada) and Eastern (e.g., China, Korea) contexts. Cultural dimensions such as individualism–collectivism and power distance were central to these studies. Findings indicate that cultural values significantly shape fairness perceptions, especially regarding assessment procedures and interpersonal interactions. Despite increasing classroom diversity, research on cross-cultural fairness in CA remains limited and lacks theoretical depth. This review identifies key gaps and emphasizes the need for culturally responsive assessment practices, offering implications for future research and educational policy.
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