Fair high-stakes assessment in the long shadow of Covid-19

Abstract

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)