Demographic biases and assessment fairness in classroom: insights from Iranian university teachers

Abstract The literature indicates that the effects of sources demographic biases on fairness in classroom assessment (CA) are under-researched Iranian higher education context. Hence, this study aims to explore university teachers’ perceptions (e.g., gender, ethnicity, and socioeconomic (SES)) their fairness. With aim, fifteen teachers were selected using a criterion sampling method at Ayatollah Borujerdi University, Iran. To gather required data, reflective written statement was completed by participants. participants’ responses translated verbatim into English subjected standard thematic coding analysis. Findings yielded three recurring themes: ‘ gender bias is prevalent practices’, ethnicity affects adversely practices , SES jeopardizes practices’ . results evidenced can act as major source score pollution CA. This ends with proposing range implications for different testing stakeholders.