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Cathartic Techniques Attempting to Improve Students' Perceptions of Fairness in tEsting Procedures

机译：尝试提高品尝程序中学生对公平感的宣泄技巧

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摘要

Unfortunately, even if a teachere develops procedures and grading systems which are intended to be fair, students may not perceive them to be fair. The gap between educators' intentions and studnets' perceptions is often most pronounced in a coordinated or standardized course, where students perceive an inherent level of injustice resulting from the fact that a variety of instructors teach the sections of the course, but students in all sections must take the same tests. For this reason, a coordinated course setting was chosen for the initial exploration of potential benefits achievalbe as a resutl of using a cathartic technique. This study examines whether students' perceptions can be affected by allowing them to experess their reactions to each test in a coordinated course. Based on a theoretical foundation provided by psychology literature related to the cathartic benefits of complaining and the importance of procedural justice, the primary benefit expected from encouraging this feedback is a change in the students' perception of fairness of the overall testing procedure used in the course. An initial trial to explore the benefits of having students provide writtern feedback has been conducted. Analysis of the data gathered from the studnets' feedback sheets and the instrument used to measure students' perception of fairness will be presented.
机译：不幸的是，即使教师开发了旨在公平的程序和评分系统，学生也可能不会认为它们是公平的。在协调或标准化的课程中，教育者的意图和学生的看法之间的差距通常最明显，在该课程中，学生会感觉到内在的不公正，这是由于各种各样的老师都在教课程的各个部分，而学生却是各个领域的学生。必须接受相同的测试。由于这个原因，选择了一个协调的课程设置来初步探索阿奇瓦尔贝的潜在利益，作为使用导流技术的结果。这项研究探讨了通过允许学生在协调的课程中表达对每个测试的反应是否会影响学生的感知。基于心理学文献提供的与抱怨的宣泄益处和程序正义的重要性有关的理论基础，通过鼓励这种反馈预期的主要益处是改变了学生对本课程中使用的总体测试程序的公平感。为了探讨让学生提供书面反馈的好处，进行了初步试验。将介绍对从学生反馈表中收集的数据的分析，以及用于衡量学生对公平的看法的工具。

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