Amirhossein Rasooli
Amirhossein Rasooli
Verified email at queensu.ca
Title
Cited by
Cited by
Year
Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond
A Rasooli, H Zandi, C DeLuca
Studies in Educational Evaluation 56, 164-181, 2018
332018
Conceptualising fairness in classroom assessment: Exploring the value of organisational justice theory
A Rasooli, H Zandi, C DeLuca
Assessment in Education: Principles, Policy & Practice 26 (5), 584-611, 2019
182019
Students’ critical incidents of fairness in classroom assessment: an empirical study
A Rasooli, C DeLuca, A Rasegh, S Fathi
Social Psychology of Education 22 (3), 701-722, 2019
142019
A cross-cultural comparison of German and Canadian student teachers’ assessment competence
C DeLuca, C Schneider, A Coombs, M Pozas, A Rasooli
Assessment in Education: Principles, Policy & Practice 27 (1), 26-45, 2020
82020
Toward a differential and situated view of assessment literacy: Studying teachers' responses to classroom assessment scenarios
C DeLuca, A Coombs, S MacGregor, A Rasooli
Frontiers in Education 4, 94, 2019
82019
Teachers’ grading decisions and practices across cultures: Exploring the value, consistency, and construction of grades across Canadian and Chinese secondary schools
L Cheng, C DeLuca, H Braund, W Yan, A Rasooli
Studies in Educational Evaluation 67, 100928, 2020
32020
Conceptualising a Fairness Framework for Assessment Adjusted Practices for Students with Disability: An Empirical Study
A Rasooli, M Razmjoee, J Cumming, E Dickson, A Webster
Assessment in Education: Principles, Policy & Practice, 1-21, 2021
12021
FAIRNESS IN CLASSROOM ASSESSMENT: CONCEPTUAL AND EMPIRICAL INVESTIGATIONS
A Rasooli
2021
Justice in Education: A Persistent Pursuit
A Rasooli
Canadian Journal for New Scholars in Education/Revue canadienne des jeunes …, 2021
2021
Rethinking Survey Validation Processes: Lessons Learned from A Systematic Review of Classroom Justice Instruments
A Rasooli
2020 Conference of the Canadian Society for the Study of Education, 2020
2020
A Critique of MA TEFL National Entrance Exam using a Reverse Engineering Approach: A Work in Progress
T Firoozi, A Rasooli, H Zandi
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