Fairness in assessment practices in online education: Iranian University English teachers’ perceptions

Abstract Although fairness in assessment practices (APs) traditional classes has gained noticeable attention recent years, it remained unexplored online education (OE). Thus, this study explores Iranian university English teachers’ perceptions of fair APs OE. For purpose, 21 teachers from Lorestan University and Ayatollah Borujerdi University, Iran, were selected using a purposive sampling method. They invited to express their conceptions by completing reflective written statement questionnaire. The collected data subjected thematic coding analysis. results yielded three overarching categories: distributive justice (i.e., equality should be considered, equity is paramount importance, tied with students’ needs), procedural voices students heard, both consistency flexibility are required, procedures transparent), interactional interpersonal crucial informational considered). concludes proposing range implications for different testing stakeholders.