Unfair Performance Assessments by University Teachers from the Students' Viewpoint

This study explores students' perceptions of unfair performance assessments by university teachers. It investigates the feedback received at the end of a learning period and examines students' experiences and perceptions of fairness in assessment processes. While the study does not delve deeply into the specifics of collective performance assessment due to scope limitations, it highlights students' comparisons of their achievements against peers as evidence of perceived unfairness. The study's qualitative approach, based on non-representative student consultations, provides a preliminary overview of how unfair performance assessments are perceived and narrated by students. Although the findings do not allow for quantitative generalizations, they offer insights into possible improvements in future performance assessment practices.